TP3 RdWrt SC07 - macmillanmh.commacmillanmh.com/science/2011/student/na/te/anc/G3_NAT_RW_TG.pdf · Instructions for Copying Answers are printed in non-reproducible blue. Copy pages

TP3_RdWrt_SC07.indd 1 11/2/06 9:52:26 AM

Instructions for CopyingAnswers are printed in non-reproducible blue. Copy pages on a light

setting in order to make multiple copies for classroom use.

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ContentsLIFE SCIENCE

Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Chapter 1 A Look at Living Things

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12


Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15



Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Chapter 2 Living Things Grow and Change

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28


Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30



Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34




Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40


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iii

ContentsUnit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Chapter 3 Living Things in Ecosystems








Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54




Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Chapter 4 Changes in Ecosystems








Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71




Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77


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ContentsEARTH SCIENCE

Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Chapter 5 Earth Changes







Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91




Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97


Chapter 6 Using Earth’s Resources

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101


Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104


Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106


Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110









Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

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ContentsUnit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Chapter 7 Changes in Weather

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125













Chapter 8 Planets, Moons, and Stars
















Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165©

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ContentsPHYSICAL SCIENCE

Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Chapter 9 Observing Matter














Chapter 10 Changes in Matter










Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200


Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202

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vii

ContentsUnit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204

Chapter 11 Forces and Motion

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .205

Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206

Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208

Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209










Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .223

Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .224


Chapter 12 Forms of Energy




Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232

Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .233










Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .247


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viii

UNIT

Literature

Monarchby Marilyn Singer

Read the Unit Literature feature in your textbook.

Write About It

Response to Literature This poem describes a caterpillar changing into a butterfly. All living things change as they grow. Write a poem about how you have changed as you have grown. Write about some exciting things you are waiting for.

Students’ poems should demonstrate vivid word choice and include

grammar and mechanics. Their poems should include students’ own

observations about the changes in their lives and hopes for the

future.

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Name Date

Unit A • Living Things Reading and Writing

1

Name Date Concept MapCHAPTER

A Look at Living Things

Complete the concept map about structures of plants and animals. Some examples have been done for you.

What Living Things Need

Plant Structures Animal Structures

Food ▶ Sugars are made inside

during photosynthesis.

▶ Nutrients are taken in by

.

▶ Food is taken in by

,

,

, and teeth.

Water ▶ Water is taken in by

.

▶ Water flows through

.

▶ Water is taken in by

,

, and

.

Gases ▶ Carbon dioxide is taken in by

.

▶ Oxygen is taken in

by ,

, and skin.

leaves

roots

tongues

beaks

trunks

roots

stems

tongues

beaks

trunks

leaveslungs

gills

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Chapter 1 • A Look at Living Things Reading and Writing

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LESSON

Outline

Living Things and Their NeedsUse your textbook to help you fill in the blanks.

What are living things?

1. A sunflower plant changes with age, or .

2. A plant responds to shade when it bends toward

.

3. Trees reproduce by making .

4. Alligators lay to make more of their own kind.

5. Water and sunlight are things in nature.

6. Rocks are nonliving because they do not grow,

respond, or .

What do living things need?

7. All living things need food, water, space, and

in order to survive.

8. Animals eat other organisms because they need

for energy.

9. Living things need to break down food.

10. Air and water contain a(n) called oxygen.

grows

sunlight

seeds

eggs

nonliving

reproduce

gases

food

water

gas

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Chapter 1 • A Look at Living Things Use with Lesson 1Reading and Writing Living Things and Their Needs

3

Name Date OutlineLESSON

11. Plants need the gases oxygen and to survive.

12. Living things need room, or , to grow, move, and find food.

13. Living and nonliving things are part of an organism’s

.

What are living things made of?

14. Living things are made of small parts called .

15. A tool called a(n) helps us to see cells.

16. Organisms that have one cell and live in many places

are called .

Critical Thinking

17. What characteristics can not be used to tell the difference between living and nonliving things?

carbon dioxide

space

environment

cells

microscope

bacteria

Possible answers: size, shape, color, movement, sound, the

environment in which something is located, temperature,

complex structure

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4

LESSON

Vocabulary

Living Things and Their NeedsMatch the correct letter with the description.

a. carbon dioxide

b. cell

c. environment

d. microscope

e. organism

f. oxygen

g. reproduce

h. respond

1. to make more of one’s own kind

2. a small part that makes up all living things

3. all of the living and nonliving things that surround an organism

4. a gas that plants and animals need

5. a special tool that helps make tiny things look larger

6. a gas that plants use to make food

7. another name for a living thing

8. to react to the world around you

g

b

c

f

d

a

e

h

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Chapter 1 • A Look at LIving Things Use with Lesson 1Reading and Writing Living Things and Their Needs

5

Name Date Cloze ActivityLESSON

Living Things and Their NeedsFill in the blanks. Use the words from the box.

carbon dioxide

cells

energy

food

grow

organisms

oxygen

reproduce

respond

Living things are made of small parts called cells.

Some organisms are made of many .

Others are made of only one cell.

Living things have needs. They need food for

to help them move and .

They need water to break down and move

through their bodies. They need gases. Animals get the

gas from air or water. Plants also need

the gas .

Living things, or , have many

characteristics in common. They when

they are in danger or when they get too hot. Living things

to make new plants and animals. A

thing without these characteristics is nonliving .

reproduce

energy

food

oxygen

carbon dioxide

organisms

grow

respond

cells

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6

Readingin Science

Eating Away at PollutionRead the Reading in Science feature in your textbook.

Write About It

Classify The article explains that some microorganisms are harmful and others are helpful. This is a way to classify them. Read the article again with a partner. Look for another way to classify microorganisms. Then write about it.

Classify

Fill in the blanks in the graphic organizer below. When you have finished, you will be able to see how the two groups are alike and different.

Harmful Microorganisms Helpful Microorganisms

Where they are

They are

us.

They are

us.

What they do

They make plants and

sick.

They get rid of

.

SizeThey are

.

They are

.

all around all around

animals

tiny tiny

pollution

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7

Name Date Readingin Science

Planning and Organizing

Answer the following questions.

What do helpful microorganisms eat?

What do helpful microorganisms help clean?

Drafting

Explain how helpful microorganisms are alike.

Explain how helpful microorganisms are different.

Now, write how you would classify helpful microorganisms.

Some eat things that are harmful to animals and plants, such as oil

and dangerous chemicals found in smoke.

Some clean water and land. Others help clean the air.

They eat pollution and keep Earth clean. They are small living things.

Some eat oil, and others eat chemicals. Some clean the water and

soil. Others clean the air.

I would classify them by whether or not they eat oil or chemicals.©

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8

LESSON

Outline

Plants and Their PartsUse your textbook to help you fill in the blanks.

What are plants?

1. One way in which plants are alike is that they make

their own .

2. Roots, stems, and leaves help a plant get what it

needs in order to .

How do roots and stems help plants?

3. Roots collect water from the .

4. Carrots have a thick root, or , that stores food.

5. Roots take in that help plants grow and stay healthy.

6. The plant part that holds up leaves to sunlight is the

.

7. Stems have that carry food and water through a plant.

8. A tree has a hard, woody stem called

a(n) .

food

survive

taproot

nutrients

stem

tubes

trunk

soil

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Chapter 1 • A Look at Living Things Use with Lesson 2Reading and Writing Plants and Their Parts

9


Why are leaves important?

9. Leaves are important because is made in the leaves.

10. Plants get energy from the to make food.

11. Plants change carbon dioxide and water into

that they use for food.

12. Leaves have tiny holes that take in .

13. When you breathe, you take in that plants release.

How can you classify plants?

14. Scientists study plants by putting them into

.

15. Scientists group plants by their , such as roots, stems, or leaves.

Critical Thinking

16. What are the jobs of roots, stems, and leaves?

food

Sun

sugars

carbon dioxide

oxygen

groups

structures

Roots collect water, take in nutrients, and hold a plant in place.

Stems support leaves and have hollow tubes through which

water, nutrients, and food move. Leaves take in carbon dioxide

and sunlight and are the places where food is made.

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LESSON

Vocabulary

Plants and Their PartsUse the words in the box to fill in the blank.

leaf

nutrient

photosynthesis

root

stem

structure

sugar

tubes

1. A is a structure that holds up a plant.

2. A plant’s helps it survive.

3. The structure in which food is made is the .

4. The process of making food is called .

5. A is a structure that takes in water.

6. A substance that helps living things grow and stay

healthy is a .

7. The substance that is made in the leaves and used as

food for the plant is .

8. Stems use to carry water and food throughout the plant.

photosynthesis

nutrient

tubes

stem

structure

leaf

root

sugar

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11


Plants and Their PartsFill in the blanks. Use the words from the box.

carbon dioxide

classify

nutrients

oxygen

photosynthesis

reproduce

structures

sunlight

water

All plants have one thing in common. They can make

their own food through the process of .

In this process, plants make sugars from

and water. Plants give off , which

animals need in order to live.

Most plants also have parts, or ,

in common. Scientists use these to group, or ,

plants. Flowers and cones help some plants .

Roots hold plants in place and take in

and nutrients. Water, food, and flow

through the tubes in stems. Stems help leaves to get

. Inside a leaf, a plant makes food.

photosynthesis

carbon dioxide

oxygen

structures

classify

reproduce

water

sunlight

nutrients

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12

LESSON

Outline

Animals and Their Parts

Use your textbook to help you fill in the blanks.

What are animals?

1. One characteristic that most animals have in common

is that they can .

2. Unlike plants, animals cannot make their

own .

3. Animals are able to to their environments much more noticeably than plants.

4. Wings and tails are that help animals get what they need.

5. Animals move toward food and away

from .

6. Wolves can run and jump because of their

.

7. Fins and tails help move through the water.

8. Ducks and geese have that help them swim.

How do animals get what they need?

9. Birds use structures called to get food and water.

move

food

respond

structures

danger

strong legs

fi sh

webbed feet

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Chapter 1 • A Look at Living Things Use with Lesson 3Reading and Writing Animals and Their Parts

13



10. Lions use their sharp for biting.

11. Animals that have flat back teeth use them

for .

12. Lungs and gills help animals take in .

How do animals stay safe?

13. A helps protect animals from bad weather.

14. Rocks and are examples of safe places, or shelters, for animals.

15. A snail has a(n) to keep it safe in its environment.

Critical Thinking

16. A sponge is an animal. Adult sponges do not move. Why do you think a sponge is classified as an animal?

teeth

chewing

oxygen

shelter

trees

hard shell

A sponge cannot make its own food. It can take in oxygen from

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LESSON

Vocabulary

Animals and Their PartsMatch the correct letter with the description.

a. gills

b. lung

c. muscles

d. nest

e. quills

f. shelter

g. trunk

h. wings

1. a kind of shelter for young birds

2. a structure that takes in oxygen from air

3. structures that take in oxygen from water

4. a structure that helps elephants pull food to their mouths

5. structures that help birds fly and glide through the air

6. a safe place for animals

7. structures that help protect a porcupine from other animals

8. structures that help a snake move

d

b

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15


Animals and Their PartsFill in the blanks.

air

fins

move

organisms

respond

swim

teeth

Animals share certain characteristics that make

them different from plants. Animals can fly, run, jump, or

. They eat other

instead of making their own food. Animals

to their environments more noticeably than plants.

Animals have a variety of structures. They have

different kinds of for biting and

chewing. Lungs and gills help animals get oxygen from

and water. Feet, legs, and wings help

different animals . Fish have tails and

that help them move through water.

Tongues, beaks, and trunks help animals get water

and food.

swim organisms

respond

teeth

air

move

fi ns

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16

LESSON

Outline

Classifying AnimalsUse your textbook to help you fill in the blanks.

How can you classify animals?

1. Scientists group, or , animals so that they can study them.

2. One way to classify animals is by the presence or

absence of a .

What are some invertebrates?

3. The covering around an insect is thin and .

4. A spider is an invertebrate because it is covered by

a(n) .

5. Crabs have an exoskeleton called a .

What are some vertebrates?

6. Birds have lightweight bones and wings to help

them .

7. Birds and have lungs and they lay eggs.

8. Reptiles live in wet or dry places because their skin

is .

9. Frogs and toads breathe through when they are young.

classify

backbone

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Chapter 1 • A Look at Living Things Use with Lesson 4Reading and Writing Classifying Animals

17


10. Amphibians can live on land because they grow lungs

and .

11. Fish have scales and a shape to move easily through water.

What are mammals?

12. People are a kind of vertebrate called

a .

13. Mammals feed to their young.

14. Some mammals are covered with

thick .

15. Mammals use their to breathe.

Critical Thinking

16. Why are vertebrates classified into different groups? Give examples of structures for each group.

legs

fl at

mammal

milk

fur

lungs

Vertebrates are classifi ed into different groups because they

have different structures. A bird has a beak, feathers, and wings.

Reptiles have scaly skin and lungs. Amphibians have gills when

they are young, but they grow lungs and legs as they get older.

Fish have scales and gills. Mammals have hair or fur.

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18

LESSON

Vocabulary

Classifying AnimalsWhat am I?

Choose a word from the word box below to answer each question.

amphibian

exoskeleton

fish

invertebrate

mammal

vertebrate

1. I am a hard, outer covering around animals with no

backbone. What am I?

2. I am a vertebrate that spends part of my life in water and part of my life on land. What am I?

3. I have a soft body and no backbone.

What am I?

4. I am an animal with a backbone. What am I?

5. I am a vertebrate with gills and I live in water my

whole life. What am I?

6. I am a vertebrate with hair. I feed milk to my young

and care for them. What am I?

exoskeleton

amphibian

invertebrate

vertebrate

fi sh

mammal

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19


Classifying AnimalsUse the words in the box to fill in the blanks.

amphibian

backbone

bird

exoskeleton

fish

gills

invertebrates

reptile

vertebrates

Scientists classify animals into groups to make

studying them easier. Two main groups of animals are

vertebrates and . Invertebrates have

an to protect their bodies. There are

many more invertebrates than vertebrates.

There are five kinds of . All of

them have a to support their bodies.

The kind of vertebrate that lays eggs and can fly is a

. A has scaly skin

and breathes with lungs. An looks

like a fish when it hatches. Its change

to lungs as the animal gets older. Vertebrates that

swim and have scales are called .

Mammals, another kind of vertebrate, do not hatch

from eggs but are born.

invertebrates

exoskeleton

vertebrates

backbone

bird reptile

amphibian

gills

fi sh

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20

Writingin Science

Desert BirdsRead the Writing in Science feature in your textbook.

Getting Ideas

Select two different animals. Write the name of each animal above each oval below. In the outer part of each oval, write how each animal is different. In the part that overlaps, tell how they are the same.


Olivia wanted to show how a sea otter and a seal are alike and different. Here are two sentences that she wrote. Write “compare” if the sentence tells how they are alike, and “contrast” if it tells how they are different.

1. Both seals and sea otters are mammals that spend time in the water.

Alike

Write About It

Descriptive Writing Choose two animals. Learn more about them. Then write a paragraph on a separate piece of paper that describes how the animals are alike and different.

Different DifferentPossible answer:

layer of blubber; fat; up to 880 pounds

thick coats; sleek; 45-80 pounds

mammals; spend time

in water

seals otters

compare

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21

Name Date Writingin Science

2. Unlike seals, sea otters do not have a layer of blubber.

Drafting

Begin your description by writing your own sentence. Name your two animals. Write a main idea that includes them.

Now write a paragraph describing your two animals. Use a separate piece of paper. Write how they are alike and different. Include vivid details to describe the animals.

Revising and Proofreading

Here are some sentences that Olivia wrote. She made five mistakes. Proofread the sentences. Find the errors and correct them.

Both sea otters and seals spends a lot of time in the water.

Often, the water is cold. How do they stay warm. Sea otters

have very thick coats that keep them warm? Seals have blubber

to protekt them from the cold. Usually, sea otters look sleek,

while seals looks fat.

Now revise and proofread your writing. Ask yourself:

Did I show how my two animals are alike and different?

Did I include descriptive words?

Did I correct all mistakes?

▶

▶

▶

Possible answer: Both sea otters and seals spend a lot of time in the

water, but they are otherwise very different.

?/.

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o

contrast

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22

CHAPTER

Vocabulary

1. A living thing that makes more of its own kind is said to

a. grow.

b. respond.

c. reproduce.

d. react.

2. The living and nonliving things that surround an organism make up its

a. shelter.

b. environment.

c. exoskeleton.

d. structure.

3. The structure in which a plant makes food is a

a. stem.

b. leaf.

c. root.

d. flower.

4. The plant structures that collect water and nutrients are

a. roots.

b. stems.

c. leaves.

d. flowers.

5. Every living thing can be called a(n)

a. cell.

b. invertebrate.

c. vertebrate.

d. organism.

A Look at Living ThingsCircle the letter of the best answer.

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23

Name Date VocabularyCHAPTER

6. A structure that land animals use to breathe air is a(n)

a. lung.

b. gill.

c. exoskeleton.

d. cell.

7. An animal without a backbone is a(n)

a. fish.

b. amphibian.

c. vertebrate.

d. invertebrate.

8. An animal that has feathers and breathes with lungs is a(n)

a. amphibian.

b. reptile.

c. bird.

d. mammal.

9. An animal that has gills and lungs during its life is a(n)

a. fish.

b. reptile.

c. amphibian.

d. invertebrate.

10. A vertebrate that has hair and gives birth to its young is a(n)

a. amphibian.

b. reptile.

c. bird.

d. mammal.

Circle the letter of the best answer.

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24

CHAPTER

Concept Map

Living Things Grow and ChangeComplete the chart below to show the stages in the life cycles of plants and animals. Some answers have been completed for you.

Seeds made in flowers

plant dies

Flowering Plants

Seeds made in adult

plant dies

Conifers

animal dies

Amphibians and Most Insects

EggLarva looks

parents.

Reptiles and Fish

Young animal looks

parents.adult

animaldies

Birds

Young animal lookslike parents.

animal dies

Mammals

Young animal looks

parents.adult animal

dies

seedling adult

seedlingcones

different frompupa adult

likeEgg

Egg adult

Born livelike

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Chapter 2 • Living Things Grow and Change Reading and Writing

25


Plant Life CyclesUse your textbook to help you fill in the blanks.

How do plants grow?

1. The structure inside an apple that grows into a new

plant is a(n) .

2. A seed has stored food and nutrients to help the

survive.

3. When conditions are right, a seed will begin to grow,

or .

4. An adult plant grows from a small plant called

a(n) .

How do plants make seeds?

5. The part of a flowering plant that makes seeds is

a(n) .

6. Seeds form when an egg joins with .

7. Flowers have colors and smells that attract animals

to drink their .

8. You can find a fruit around the seeds of .

9. In order to grow, seeds must get to the .

seed

embryo

germinate

seedling

fl ower

pollen

nectar

fl owering plants

soil

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Chapter 2 • Living Things Grow and Change Use with Lesson 1Reading and Writing Plant Life Cycles

26

LESSON

Outline

What is the life cycle of some plants?

10. A seed germinates in the first stage of a flowering

plant’s .

11. When plants die, they add to the soil.

12. Two kinds of plants that reproduce by making seeds

are flowering plants and .

13. Pollen moves from small male cones to large female

cones when the blows.

How do plants grow without seeds?

14. An onion can grow a new plant from its underground

stem, or .

Critical Thinking

15. What are the steps in the life cycle of a flowering plant? Use the terms seed, germinate, seedling, flower, and pollination in your answer.

life cycle

nutrients

conifers

bulb

Flowering plants start as seeds, which germinate and grow into

seedlings. The seedlings grow into adult plants, which produce

fl owers that make seeds through the process of pollination.

Then a seed develops, and the cycle starts again. When adult

plants die, they break down, adding nutrients to the soil that

new plants use to grow.

wind

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27

Name Date VocabularyLESSON

Plant Life CyclesChoose a word from the box that matches each clue below and write its letter in the space provided.

a. cone

b. embryo

c. flower

d. fruit

e. life cycle

f. pollen

g. pollination

h. seed

1. a structure that can grow into a new plant

2. a structure in flowering plants that makes seeds

3. all of the stages in an organism’s life

4. the process that takes place when pollen moves from the male part of a flower to the female part of a flower

5. a structure that holds seeds

6. a young plant inside a seed

7. a structure in conifers that makes seeds

8. a powder made by the male part of a flower or cone

h

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28

LESSON

Cloze Activity

Plant Life CyclesUse the words in the box to fill in the blanks below.

adult

cones

eggs

fruit

germinate

pollination

reproduce

wind

Plants go through stages known as a life cycle.

Plants from seeds and grow into

plants. Then the plants reproduce.

When plants die, they return nutrients to the soil that

new plants use.

Flowers help flowering plants .

Flowers produce pollen and .

Animals and move pollen to eggs.

This movement is called . After a

flower is pollinated, a seed forms and is protected by a

that grows around it. Conifers make

seeds in instead of flowers. Wind

blows pollen from small male cones to large female

cones. The large cones grow seeds.

germinate

adult

reproduce

eggs

wind

pollination

fruit

cones

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Animal Life CyclesUse your textbook to help you fill in the blanks.

What are some animal life cycles?

1. A changes into a frog as it grows.

2. Animals change in different ways, but all change as

part of their .

3. After an animal is born, it grows, changes, , and dies.

4. During their life cycles, some animals change form

through the process of .

5. Metamorphosis happens in the life cycles of

amphibians and some .

6. The life cycle of amphibians and insects begins with

a(n) .

7. A young amphibian that from an egg does not look like an adult.

8. Another name for an insect that has just hatched

is .

How do reptiles, fish, and birds change

as they grow?

9. Fish lay their eggs in .

tadpole

life cycles

reproduces

metamorphosis

insects

egg

hatches

larva

water

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Chapter 2 • Living Things Grow and Change Use with Lesson 2Reading and Writing Animal Life Cycles

30

LESSON

Outline

10. When reptiles and fish are young, they look like

, similar to their parents.

11. Unlike most reptiles and fish, protect their eggs and raise their young.

What is the life cycle of a mammal?

12. Most mammals do not hatch from eggs, but are .

13. Like birds, young mammals like adults.

14. Mammals look after their young until the young can

on their own.

Critical Thinking

15. How are the life cycles of animals alike and different?

adults

birds

born live

look

survive

The life cycles of animals are alike because they are born or

hatched. They all grow and change, reproduce, and die. They

are different because most animals hatch from eggs, but

mammals are born live. Only amphibians and some insects

go through metamorphosis. Unlike most animals, birds and

mammals take care of their young until the young can live on

their own.

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Animal Life CyclesMatch the correct letter with its description.

a. adult

b. egg

c. hatching

d. larva

e. life cycle

f. metamorphosis

g. pupa

h. tadpole

1. a structure containing food and nutrients that young animals need in order to grow

2. the stages through which animals grow, change, reproduce, and die

3. the process by which an animal breaks out of an egg

4. a young insect that has just hatched

5. the stage of an animal’s life cycle when it reproduces

6. the stage in which an insect is changing into an adult

7. a process by which an organism’s body changes form

8. a young frog that breathes with gills

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32

LESSON

Cloze Activity

Animal Life CyclesUse the words in the box to fill in the blanks below.

adults

die

hatch

larva

lay eggs

life cycles

live

mammals

metamorphosis

parents

Animals grow, change, and reproduce in different

ways. All animals change during their .

Animals are hatched from eggs or born .

At the end of their life cycles, all animals .

Reptiles, fish, and birds all and

are born live. Young birds and

mammals look similar to their . When

they , young reptiles and fish look

just like their parents. Amphibians and insects in the

stage look very different from their

parents. Larvae hatch from eggs, and then change into

through a process called

. They will then look like

their parents.

life cycles

live

die

parents

mammals

lay eggs

hatch

larva

adults

metamorphosis

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33


Write About It

Personal Narrative Have you ever seen a plant or animal grow and change? Write about your experience. Describe the changes. Write what you observed, what you did, and how it made you feel.

The Little LambsRead the Writing in Science feature in your textbook.

Getting Ideas

Select a plant or animal to write about. Think about how it changed as it grew. Write three stages of its growth down in the sequence chart below.


Jake wrote about his horse Wind Star. Here are three sentences that he wrote. Put them in time order. Write 1 next to the sentence that should come first. Write 2 next to the sentence that should come next. Write 3 next to the sentence that should come last.

1. Wind Star got his first set of teeth when he was one.

2. Now he is three years old and still growing.

3. When Wind Star was a foal, he had no teeth.

Plant or animal:

My horse is still growing and gaining weight at three years old.

2

3

My foal had long legs and no teeth.

horse

My horse got its fi rst set of teeth when it was a year old.

1

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34

Writingin Science

Drafting

Write the first sentence of your narrative. Use “I” to refer to yourself. Describe something interesting about a plant or animal that you helped to care for.

Now complete your personal narrative. Use a separate piece of paper. Begin with the sentence you wrote above. Include details about how your plant or animal grew and changed. Put them in time order. Explain how watching these changes made you feel.


Here is part of the personal narrative that Jake wrote. He had a lot of trouble with homophones. Homophones are words that sound alike but have different spellings and different meanings. Proofread it. Find the five mistakes he made. Correct them.

My little foul looked so handsome. He had a white star

write in the middle of his forehead. His coat was chestnut

brown. His legs wobbled whenever he stood up. He was the

cutest creature I had ever scene. I couldn’t weight for him to

grow up sew that I could ride on him.

Now revise and proofread your own writing. Ask yourself:

Did I use the pronoun “I” to describe my own experience?

Did I detail how the plant or animal grew and changed?


▶

▶

▶

Possible sentence: I fell in love with Wind Star the fi rst time I saw him.

right

seen wait

so

a

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35


From Parents to Young


What are inherited traits?

1. Features that make an organism unique are

called .

2. Examples of human traits are eye and hair .

3. People use traits to an organism.

4. The passing on of a trait from parents to young is

called .

5. The features that your parents passed on to you are

called .

6. You look like your because of inherited traits.

7. Most organisms have a(n) of traits from both parents.

8. An organism will look like the parent that passes on visible traits.

9. If a gray dog and a yellow dog have yellow puppies,

yellow is a more trait than gray.

10. Both parents pass on traits to their young, otherwise

known as .

traits

color

describe

heredity

inherited traits

parents

mixture

more

visible

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36


LESSON

Outline

Which traits are not inherited?

11. Traits that people and animals learn over time are

called .

12. Learned traits and traits caused by the environment

are not .

13. A scar is a trait caused by the .

14. An example of a trait caused by the environment is a

tree losing its .

Critical Thinking

15. What is the difference between traits that are inherited and traits that are not inherited? Give examples in your answer.

learned traits

inherited

environment

branches

Traits that are inherited come from parents. Examples are hair

and eye color. Traits that are learned or are caused by the

environment are not inherited. An example of a learned trait

is riding a bicycle. An example of a trait that is caused by the

environment is a rabbit that gets fat when it eats plenty of food.

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37


From Parents to YoungFill in the blanks.

environment

heredity

inherited traits

learned traits

offspring

trait

visible

1. Traits that come from parents are called .

2. You may look more like one of your parents than the other one because that parent passed on

traits.

3. New skills you gain that were not passed on from

your parents are called .

4. The passing on of traits from parents to young is

called .

5. A unique feature of a living thing is a(n) .

6. Hair that gets lighter from the Sun is an example of a

trait caused by the .

7. Another word for an organism’s young is .

inherited traits

visible

learned traits

heredity

trait

environment

offspring

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38

LESSON

Cloze Activity

From Parents to YoungUse the words in the box to fill in the blanks below.

environment

inherited traits

learned traits

mixture

offspring

skills

The features that make an organism unique are

called traits. Some traits are passed from parents to

their . These traits are called

. Organisms look like both parents

because they get a(n) of traits from

both parents. However, an organism may look more

like the parent that has passed on the more visible

traits.

Other traits are new , such as

learning to read. They are not inherited. Skills that an

animal learns are called . Learned

traits can change or appear because of the .

For example, green leaves may turn yellow if a plant

needs water.

skills

learned traits

offspring

inherited traits

mixture

environment

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39


Meet Darrel FrostRead the text below.

A fence lizard is soaking up warmth from the Sun when

a hawk soars overhead. The hawk spots the lizard, then

swoops down to grab a meal. The lizard has no time to

scurry away. How can it escape the hawk’s claws?

If the hawk catches the lizard’s long tail, the tail will

break off. The bird will be left holding a wriggling tail

while the lizard runs away. In time, the lizard will grow

a new tail. Growing new body parts is a trait called

regeneration.

Regeneration is one of the many amazing traits that

Darrel Frost studies. Darrel is a scientist at the American

Museum of Natural History. He travels all over the world

to learn about different kinds of lizards. Then he observes

their traits. Finally, he uses his observations to find out how

different kinds of lizards are related.

Rewrite the first two sentences using the words first, second, third, and fourth.

First, a fence lizard is soaking up warmth from the Sun. Second, a

hawk soars overhead. Third, the hawk spots the lizard. Fourth, the

hawk swoops down to grab a meal.

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Readingin Science

Write About It

Sequence Read the article with a partner. Fill in a sequence-of-events chart to show how Darrel learns about lizards. Then use your chart to write a summary about Darrel and his work.

Summarize

Write your summary on the lines below. Use your own words. Include the ideas in the boxes above. Be sure your summary tells what happens first, next, and last.

First

Next

Last

Darrel is a scientist who studies amphibians and reptiles. He studies

regeneration, which means growing a new body part. Darrel is

interested in learning about types of lizards. First, Darrel travels

around the world. Next, he observes and studies the lizards. Last, he tries to fi nd out how different lizards are related.

Darrel travels all over the world to learn about lizards.

He observes them and studies their traits.

He uses his observations to try to find out

how different kinds of lizards are related.

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41


1. Which structure of a flowering plant holds seeds?

a. cone

b. fruit

c. egg

d. embryo

2. Which structure contains food and nutrients for developing animals?

a. embryo

b. egg

c. seed

d. pupa

3. When pollen joins an egg in the ovary of a flower, what is formed?

a. a seed

b. a cone

c. a flower

d. a fruit

4. Which is an example of a learned trait?

a. flower shape

b. eye color

c. speaking a language

d. a scar

5. Which young animal looks very different from its parents?

a. kitten

b. alligator

c. chick

d. beetle larva

6. Which plant structure makes seeds?

a. cone

b. fruit

c. flower

d. embryo

Living Things Grow and ChangeCircle the letter of the best answer.

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42

CHAPTER

Vocabulary

7. Any feature of a living thing is called a(n)

a. instinct.

b. trait.

c. inherited trait.

d. learned trait.

8. Inherited traits come from

a. parents.

b. skills.

c. environment.

d. offspring.

9. The inside of a seed contains a(n)

a. egg.

b. fruit.

c. larva.

d. embryo.

10. In which stage does an insect change into an adult?

a. life cycle

b. metamorphosis

c. larva

d. pupa

11. What must happen before a seed forms in a flower or a cone?

a. pollination

b. metamorphosis

c. heredity

d. germination

12. Which structure in conifers makes seeds?

a. flower

b. fruit

c. cone

d. embryo

13. Which stage happens before the pupa stage?

a. adult

b. egg

c. larva

d. seed


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Name Date LiteratureUNIT

Once Upon a WoodpeckerRead the Unit Literature feature in your textbook.

Write About It

Response to Literature This article tells about special features of woodpeckers that help them survive. What are some special features you have that help you survive? Write about them.

Paragraphs should have a clear topic sentence that directly

addresses special features that help students survive. The sentences

that follow should provide details for the topic sentence, such as

which special features help humans survive. Examples would be

hands that help people prepare food needed to survive, or ears

that help detect danger. Students should use a closing sentence

that wraps up the main idea of the paragraph or restates the topic

sentence. Good paragraphs will include correct grammar and

mechanics and demonstrate proper transition from one idea to

the next.

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Unit B • Ecosystems Reading and Writing

44

CHAPTER

Concept Map

Living Things in EcosystemsComplete the concept map with the information you learned about the climates and adaptations in Earth’s ecosystems. Some answers have been completed for you.

desert

EcosystemClimate and

Other Characteristics Adaptations

plants:

animals:

temperate forest

warmer in shallow areas, colder in deeper areas

plants:

animals:

plants:

animals:

plants:

animals:

plants (algae):

animals:

dry, warm

during the day,

cool at night

cactus leaves and stems hold water

tropical

rain forest

hot and damp

all year round

cold, dry winters

and warm, wet

summers

wetlandland under water

most of the year

ocean

nocturnal to survive warm days

leaves have grooves and “drip tips”

trees lose leaves in winter

hibernate during the winter

catfi sh breathe oxygen

air bladders

gills and fi ns

climb or fl y into trees

roots spread out above the water

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Chapter 3 • Living Things in Ecosystems Reading and Writing

45


Food Chains and Food Webs

Use your textbook to help you fill in the blanks below.

What is an ecosystem?

1. Plants, animals, water, soil, and sunlight in an area all

interact to form a(n) .

2. In an ecosystem, organisms have different homes, or

where they live.

3. Plants and animals get food, water, and

from their habitats.

What is a food chain?

4. To live and grow, every living thing needs .

5. The system by which organisms get and give energy

is a(n) .

6. Green plants and algae are that use the Sun’s energy to make food.

7. Organisms that get their energy from eating other

organisms are called .

8. Decomposers, such as worms and , break down dead plants and animals.

9. Decomposers put into the soil that are used by new plants.

ecosystem

habitats

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LESSON

Outline

What is a food web?

10. A grasshopper is a(n) because it gets its energy from eating plants.

11. A heron is a(n) because it gets its energy from eating animals.

12. A bear is an omnivore, which means that it eats

plants and .

Why are decomposers important?

13. If ecosystems did not have , piles of dead plants and animals would build up.

14. The nutrients that decomposers put back into water

or soil help other organisms .

Critical Thinking

15. How do living and nonliving things interact in an ecosystem? Use the terms sunlight, plants, animals, decomposers, and soil in your answer.

herbivore

carnivore

animals

decomposers

grow

Plants use sunlight to make their own food. Animals eat the

plants for energy. Other animals might eat these animals. When

plants and animals die, decomposers break them down into

nutrients. The nutrients go into the soil and help new plants

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47



Match the correct letter to its description.

a. predator

b. consumer

c. decomposer

d. ecosystem

e. food chain

f. food web

g. habitat

h. producer

1. the living and nonliving things that interact in an environment

2. an organism that makes its own food

3. shows how energy passes from one organism to another in an ecosystem

4. an organism that eats other organisms

5. hunts other organisms for food

6. an organism that breaks down dead plant and animal material

7. shows how food chains are linked together

8. the place where an organism lives

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Use the words in the box to fill in the blanks.

animals

consumers

decomposers

ecosystem

energy

herbivores

omnivores

producers

Sun

Living things depend on other living things and

nonliving things around them. All of these things form

a(n) . In an ecosystem,

passes from one organism to another. Food chains

begin with that make their own

food. They use energy from the .

Organisms that cannot make their own food are

called . Consumers that eat plants

are called . Carnivores eat other

. Plants and animals are eaten by

. Nutrients from dead organisms

are recycled by .

ecosystem energy

producers

Sun

consumers

herbivores

animals

omnivores

decomposers

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Types of EcosystemsUse your textbook to help you fill in the blanks below.

How do ecosystems differ?

1. An ecosystem’s long-term weather conditions are

called its .

2. Plants grow well in ecosystems that have rich in humus.

3. Grasslands, forests, oceans, and ponds have types of plants and animals.

What is a desert?

4. A desert is an ecosystem that gets very little .

5. Deserts have few plants because the soil is mostly

, which does not provide them with enough water to survive.

6. Animals in the desert search for food at when temperatures are cooler.

What is a forest?

7. A(n) forest is an ecosystem that is warm and rainy all year long.

8. The temperatures and rainfall change each season in

a(n) forest.

climate

soil

different

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tropical rain

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Chapter 3 • Living Things in Ecosystems Use with Lesson 2Reading and Writing Types of Ecosystems

50

LESSON

Outline

What is an ocean?

9. The largest environment on Earth is a body of water

called a(n) .

10. In the ocean, a ridge made of tiny animals called

attracts many fish.

What is a wetland?

11. An ecosystem in which the land is often and sometimes dry is a wetland.

12. Plants grow well in wetlands because the soil is

full of .

13. Wetlands help prevent because they absorb water.

Critical Thinking

14. What are three characteristics that make Earth’s ecosystems different from one another? Give an example of each characteristic.

ocean

coral

wet

nutrients

fl ooding

Earth’s ecosystems have different climates, types of soil, and

kinds of animals. The desert gets very little rain. The temperate

forest has soil rich in humus. The ocean has fi sh, sea sponges,

and other animals that do not live anywhere else.

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Types of EcosystemsMatch the words in the box to their definitions below. Write the correct letter in the space provided.

a. climate

b. desert

c. forest

d. ocean

e. soil

f. temperate

g. tropical forest

h. wetland

1. an ecosystem in which water covers the soil for most of the year

2. the long-term weather conditions of an area

3. an ecosystem that has many trees

4. the type of forest ecosystem found in North America, Europe, and Asia

5. a mixture of broken-down rocks and humus

6. an ecosystem that has a dry climate

7. the largest environment on Earth

8. the type of forest that is hot and damp

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LESSON

Cloze Activity

Types of EcosystemsUse the words in the box to fill in the blanks below.

climates

desert

dry

fresh

hot

humus

ocean

seasons

shallow

soil

Sun

tropical rain

Earth’s ecosystems differ in many ways. They have

different types of , soil, plants, and

animals. The largest ecosystem is the .

Most ocean organisms live in water.

Few animals live deep in the ocean because they would

not get any light from the . Wetlands

can have water. In a ,

the land is and has few plants.

The ecosystem that gets the most rain is the

forest. It is there

all year long. The has few nutrients.

A temperate forest has four and soil

that is rich in . Many animals can be

found in temperate forests.

climates

ocean

shallow

Sun

fresh

dry

desert

tropical rain hot

soil

seasons

humus

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Meet Ana Luz PorzecanskiRead the Reading in Science feature in your textbook. Work with a partner to answer the following questions.

Characteristics of the Tinamou

1. What kind of animal is the tinamou? How do you know?

2. What colors is the tinamou?

3. In which type of ecosystem does the tinamou live?

Characteristics of the Other Animal

Think of an animal that has some things in common with the tinamou. Answer the questions below.

1. What is the other animal? Describe it.

2. What color is the animal?

3. In which type of ecosystem does it live?

It is a bird because it has feathers and lays eggs.

brown and grey

grasslands known as pampas

Possible answer: It is a turtle. It has a shell and scales, and

lays eggs.

Possible answers: green or brown

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Readingin Science

Use your answers to the questions on the previous page to fill in the Venn diagram.

1. On a separate piece of paper, explain how the two animals are alike and different.

Write About It

Compare and Contrast Work with a partner to compare the tinamou with another animal you know about. List ways the animals are alike and different in a Venn diagram. Then use your diagram to write about the animals.

Tinamou

Different

in the pampas

in the wetlands

Different

Alike Sample answer: turtle

bird

feathers

grey

lives

reptile

scales

green

lives

both lay eggs

both might be brown

Possible answers: Both lay eggs. A tinamou has feathers.

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AdaptationsUse your textbook to help you fill in the blanks below.

How are living things built to survive?

1. A frog’s sticky tongue is a(n) that helps it find food.

2. Some animals escape from danger by using to blend in with their environment.

3. In cold climates, some animals have to keep their bodies warm.

What adaptations help desert plants and

animals survive?

4. Desert plants have to keep animals from eating them.

5. Coyotes are , meaning that they sleep during the day and hunt at night.

6. Jackrabbits have to help them stay cool.

What adaptations help forest plants and

animals survive?

7. Trees in temperate forests save water during the

winter by losing their .

8. An organism that imitates another is using .

adaptation

camoufl age

blubber

spines

nocturnal

large ears

leaves

mimicry

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Chapter 3 • Living Things in Ecosystems Use with Lesson 3Reading and Writing Adaptations

56

A3_RWTG_C3_SC07.indd 56 4/1/09 1:11:58 PM

LESSON

Outline

9. Some animals during the winter.

What adaptations help ocean plants and animals

survive?

10. Plant- like organisms that live in the ocean and make

their own food are called .

11. Algae without roots have to help them float on the water’s surface.

What are adaptations to a wetland?

12. Wetland plants have adaptations to help them

survive when change.

13. During dry seasons, wetland catfish breathe from the air.

Critical Thinking

14. What are three ways in which adaptations help organisms survive? Give an example of each.

hibernate

algae

air bladders

water levels

oxygen

Adaptations help organisms fi nd food, escape danger, and live

in different climates. Frogs have sticky tongues to catch insects.

Some snakes use camoufl age so that they will not be seen.

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AdaptationsUse the words in the box to fill in the blanks below.

adaptation

air bladders

blubber

camouflage

hibernate

migrate

mimicry

nocturnal

1. A special characteristic that helps an organism

survive in its environment is a(n) .

2. Animals that are active at night are .

3. A layer of fat under the skin of some animals who live

in cold climates is .

4. When animals move from one place to another,

they .

5. Blending into one’s environment is called .

6. When one living thing imitates another in color or

shape, it is using .

7. Animals go into a deep sleep when they .

8. Balloon-like structures that help algae float are

called .

adaptation

nocturnal

blubber

migrate

camoufl age

mimicry

hibernate

air bladders

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LESSON

Cloze Activity

AdaptationsUse the words in the box to fill in the blanks below.

air bladders

angler fish

camouflage

gills

hibernate

migrate

nocturnal

roots

sunlight

Living things have adaptations that help them find

food and water. Desert plants have long

to find water. Algae use to float on

the ocean’s surface to get . Deep

in the ocean, the has a light that

attracts its food.

Some animals use to blend into

their environment. Animals in the desert are ,

or active at night. Some forest animals

during the winter when food is hard to find. Fish have

so that they can breathe underwater.

Some animals when the seasons change.

Plant and animal adaptations can be found in every

environment.

roots

air bladders

sunlight

angler fi sh

camoufl age

nocturnal

hibernate

gills

migrate

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1. All the living and non-living things in an environment form a(n)

a. habitat.

b. food web.

c. ecosystem.

d. food chain.

2. Which ecosystem has the highest density of living things?

a. temperate forest

b. tropical rain forest

c. wetland

d. desert

3. To avoid very cold temperatures when the seasons change, some animals

a. use mimicry.

b. use camouflage.

c. become nocturnal.

d. migrate.

4. Which type of organism makes its own food?

a. consumer

b. producer

c. herbivore

d. omnivore

5. Which of these ecosystems receives the least rain?

a. forest

b. ocean

c. desert

d. wetland

6. An animal that is active at night is said to be

a. hibernating.

b. migrating.

c. using camouflage.

d. nocturnal.

Living Things in Ecosystems


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CHAPTER

Vocabulary

7. Which of the following is an example of a consumer?

a. plant

b. insect

c. algae

d. bacteria

8. Which of the following shows that organisms usually eat more than one type of food?

a. habitat

b. ecosystem

c. food chain

d. food web

9. Which ecosystem has soil that is under water most of the year?

a. desert

b. wetland

c. temperate forest

d. tropical rain forest

10. Which type of organism breaks down dead plants and animals?

a. decomposer

b. carnivore

c. producer

d. omnivore

11. What do some animals do so that they can survive with less energy in winter?

a. use camouflage

b. use mimicry

c. migrate

d. hibernate

12. Climate describes an ecosystem’s

a. weather.

b. plants.

c. soil.

d. nonliving things.


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Changes in Ecosystems Complete the concept map with the information that you learned about changes in ecosystems.

Living things change

ecosystems.

▶ The changes can be small or

.

▶ Living things can cause changes when they compete for

.

▶ When people

land, air, or water, they cause changes in ecosystems.

▶ People also cause changes by clearing

for towns and cities.

Changes in Ecosystems

Fossils tell about past changes.

▶ Changes that affect living things include

,

, and disease.

▶ Living things that cannot adjust to changes may become

, which means that only a few of their population remain.

▶ People study

to learn about ancient organisms and changes on Earth over time.

▶ Dinosaurs are

,possibly because of a meteor, and

are extinct, possibly because of climate changes.

Changes in ecosystems affect

living things.

large

resources

pollute

land

floods

droughts

endangered

fossils

saber-toothed cats

extinct

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Chapter 4 • Changes in Ecosystems Reading and Writing

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LESSON

Outline

Living Things Change Their EnvironmentsUse your textbook to help you fill in the blanks.

How do living things change their environments?

1. Living things change their in small and large ways.

2. One way that plants change the environment is by

absorbing from the soil.

3. Worms change the environment by adding to the soil.

4. When water is limited, a struggle, or , among plants may occur.

5. Food and water are that living things need to survive.

How do people change their environments?

6. The organisms that cause the most changes to the

environment are .

7. Plants and animals can lose their when people clear forests.

8. Cars, factories, and trash can harm the environment

by causing .

9. Pollution increases when are drained.

environments

water

nutrients

competition

resources

people

homes

pollution

wetlands

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Chapter 4 • Changes in Ecosystems Use with Lesson 1Reading and Writing Living Things Change Their Environments

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10. An organism that is new to an environment can harm

it by competing for that other plants and animals need.

How can people protect their environments?

11. You protect the environment when you the amount of paper you use.

12. You protect the environment when you newspapers to line pet cages.

13. Businesses protect the environment when they

old newspapers into new paper products.

14. When you plant a tree, you help keep from washing away.

Critical Thinking

15. How do you help plants and animals when you reduce, reuse, and recycle paper products?

limited resources

reduce

reuse

recycle

soil

Possible answer: Paper is made from trees. When you practice

the 3 Rs, less paper has to be made. Fewer trees have to be cut

down for new paper products. This saves forests from being

cleared, and plants and animals will not lose their homes.

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LESSON

Vocabulary

Living Things Change Their EnvironmentsMatch the word with its correct description below. Write its letter in the space provided.

a. competition

b. pollution

c. predators

d. recycle

e. reduce

f. resource

g. reuse

1. to turn old things into new things

2. when harmful materials get into the air, land, or water

3. animals that hunt other animals

4. something that helps an organism survive

5. to use something again

6. the struggle for survival among living things

7. to use less of something

d

b

c

f

g

a

e

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Living Things Change Their EnvironmentsUse the words in the box to fill in the blanks below.

competition

environment

forests

healthy

homes

recycle

reuse

soil

wetlands

To meet their needs, living things, including people,

change the environment. To build towns and cities,

people sometimes drain and clear

. This takes away

from many plants and animals. Another cause of

change is for resources, such as

water and space, among living things. As a result, the

environment is changed.

People can improve the . We

can produce less trash if we and

. We can keep the environment

by planting trees. Trees help keep

in its place. They can also help

clean the air.

wetlands

forests homes

environment

reuse

recycle

healthy

soil

competition

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LESSON

Outline

Changes Affect Living ThingsUse your textbook to help you fill in the blanks.

What are some ways environments change?

1. An environment can change when a(n) covers dry land with water.

2. Living things are harmed when they do not get

enough water during a(n) .

3. Floods and droughts are types of .

4. Animals can lose their homes when lightning starts

a(n) .

5. Some bacteria and mold can cause that harm many living things.

How do organisms respond to changes?

6. Burrowing in the mud is a(n) that helps frogs survive in a dry environment.

7. Some animals that cannot survive in a changed

environment may move to a new .

8. If organisms cannot move and the environment

has changed too much, the organisms will .

flood

drought

natural disasters

wildfire

diseases

adaptation

habitat

die

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67


How do environmental changes affect an entire

community?

9. In the grasslands of the central United States,

prairie dogs build and eat .

10. Prairie dogs are food for and

.

How does a living thing become endangered?

11. The population of a(n) organism is very small.

12. Because it cannot adjust to dry conditions, the

may disappear.

13. People can cause organisms to become endangered

when they them.

Critical Thinking

14. Would animals in a forest be harmed if a disease spread that only affected plants? Explain why or why not.

tunnels grasses

eagles

coyotes

endangered

Saharan cypress

hunt

Possible answer: Yes, animals would be harmed. Some animals

eat plants for food, and other animals eat them. Therefore, many

animals may not have enough food. The animals would also lose

their places to live and hide.

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LESSON

Vocabulary

Changes Affect Living Things

Match the word with its correct description below. Write the letter of the word in the space provided.

a. community

b. disease

c. drought

d. endangered

e. flood

f. population

g. natural disaster

h. wildfire

1. a long period of time with no rain

2. something that covers dry land with water

3 can be caused by bacteria or mold

4. can start when lightning strikes a dry area

5. all of the organisms in an ecosystem

6. a flood is an example of this

7. when an organism has only a few living members of its population left

8. all of the members of a single type of organism in an ecosystem

c

e

b

h

f

d

g

a

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A3_RWTG_C4_SC07.indd 69A3_RWTG_C4_SC07.indd 69 10/30/08 2:58:44 PM10/30/08 2:58:44 PM


Changes Affect Living ThingsUse the words in the box to fill in the blanks below.

disease

floods

migrate

organism

plants

prairie dogs

tunnels

water

Changes in an environment affect its living things.

A change that affects only one type of

can eventually affect other populations. For example,

coyotes eat . Mice and snakes live in

the that prairie dogs build. If a(n)

destroyed the prairie dogs, all of

these other animals would be affected.

Besides diseases, natural disasters such as

and droughts can change an

environment. When dry land is covered by water, soil

and can be washed away. Some

organisms die from too little during

a drought. Organisms must or adjust

to a changing environment. If they do not, they may

become endangered.

organism

prairie dogs

tunnels

disease

floods

plants

water

migrate

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Writingin Science

Getting Ideas

Fill out the chart below. Write your opinion about your endangered animal in the top oval. Write down the reasons that support your opinion in the bottom ovals.

Save the Koala BearsRead the Writing in Science feature in your textbook.

Write About It

Persausive Writing Choose an endangered animal you care about. Research to find out why this animal is in trouble. Write a paragraph to convince readers that this animal should be saved. Be sure to end with a strong argument.

Opinion

Reason Reason

Possible answer: We need

to protect the giant panda

bear before it dies out.

Only 1,600 panda bears

are left in the wild.

If these creatures die

out, it would affect the

balance of nature.

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Isabella wrote about the giant panda bear. Does her sentence tell why we should protect the panda? If so, write “yes.” Write “no” if it does not.

1. If pandas die out, it will affect the balance of nature.

2. I saw a beautiful panda bear in the zoo.

Drafting

Pick an animal. Write a sentence that states your opinion about saving it.

Now write your paragraph on a separate piece of paper. Begin with the sentence that you wrote above.


Here are some sentences that Isabella wrote. Proofread them. Find the five spelling errors. Cross out each misspelled word. Write the correct spelling above it.

Panda bears have lived in bamboo forests for milions of

years. If the jiant panda bear dyes out, the Earth will lose one of

the most beautiful kreatures in the world. I beleive that people

must take action now.


Did I state my opinion about an endangered animal?

Did I include convincing reasons?


▶

▶

▶

Possible sentence: We need to protect the giant panda bear.

believe

giant dies

millions

creatures

yes

no

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LESSON

Outline

Living Things of the PastUse your textbook to help you fill in the blanks.

What can happen if the environment

suddenly changes?

1. People know about organisms that lived long ago

because of remains called .

2. A type of organism that has no living population is

said to be .

3. Large animals called became extinct about 10,000 years ago when the climate changed.

4. Ice covered much of Earth during the .

5. Disease and dry weather caused the to become extinct in 2004.

How can we learn about things that lived

long ago?

6. Scientists can tell what animals ate by studying

their .

7. Scientists learn how animals moved by studying

their .

fossils

extinct

saber-toothed cats

Ice Age

St. Helena Olive tree

teeth

bones

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Chapter 4 • Changes in Ecosystems Use with Lesson 3Reading and Writing Living Things of the Past

73


8. Fish fossils found on teach us that

the area was once covered by .

9. The fossils are usually deep below the surface of the ground.

10. The fossils are usually below ground but close to the surface.

How are living things of today similar to those

that lived long ago?

11. Fossils do not show how organisms used their .

12. Elephants today are similar to that lived long ago.

13. The pterodactyl was a flying reptile that used its beak

and claws to catch fish, just as the does today.

Critical Thinking

14. Tropical plants can be found where it is hot and rainy. Fossils of tropical plants have been found in a place where it is cold today. What can you infer from this finding?

oldest

youngest

body parts

woolly mammoths

eagle

Possible answer: The place where it is cold today probably used

to have a hot and rainy climate.

land

water

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LESSON

Vocabulary

Living Things of the PastWho am I? What am I?

Choose a word from the box below that answers each question and write its letter in the space provided.

a. extinct

b. fossil

c. Ice Age

d. saber-toothed cat

e. St. Helena Olive tree

f. woolly mammoth

1. I am the remains of an organism that lived long ago. What am I?

2. I am an ancient animal that used a trunk as elephants do today. Who am I?

3. I was a living organism, but there are no more of my kind alive. What am I?

4. I am a big animal that became extinct when the climate changed thousands of years ago. Who am I?

5. I am a type of tree that is extinct because of disease and dry weather. What am I?

6. During my time, large ice sheets covered much of the land. What am I?

b

f

a

d

e

c

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Living Things of the PastUse the words in the box to fill in the blanks below.

ate

body parts

Earth

extinct

layers

meteor

similar

woolly mammoths

Scientists learn about ancient organisms by

studying fossils. They learn how animals looked, how

they moved, and what they . Some

living things today look to organisms

of long ago. Scientists can infer from them how ancient

organisms used their . For example,

elephants look like .

From fossils, scientists also learn how

has changed over time. They find fossils in its rock

. Scientists think that some animals

are because of natural events. For

example, dinosaurs may have died when a(n)

hit Earth. Other animals became extinct because of

humans’ activities, competition, and disease.

ate

similar

body parts

woolly mammoths

Earth

layers

extinct

meteor

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Chapter 4 • Changes in Ecosystems Use wih Lesson 3Reading and Writing Living Things of the Past

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Readingin Science

Looking at DinosaursRead the Reading in Science feature in your textbook.



What animal do you think dinosaurs are like?

What animal do scientists think dinosaurs are like? Why do scientists think this?

Possible answer: Most scientists agree that dinosaurs are like birds

because they laid eggs and some were covered in feathers. They

think this based upon evidence that was discovered.

Possible answer: Dinosaurs are like tortoises because they are both

reptiles and have scaly skin.

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Write About It

Fact and Opinion What animal do you think dinosaurs are like? What animal do scientists think dinosaurs are like? Why do scientists think this?


Drafting

Write a paragraph explaining how one of the previous answers is an opinion and the other is a fact. Use examples of dinosaur discoveries to support your writing.

Possible answer: The fi rst answer is my opinion because it is what I

thought about dinosaurs without any evidence. The second answer

is fact because it is supported by scientifi c evidence, such as the

discovery of dinosaur nests containing eggs in the Gobi Desert in

China and dinosaur fossils with feathers.

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CHAPTER

Vocabulary

1. To use something again is to

a. reuse.

b. reduce.

c. recycle.

d. compete.

2. Which is an example of a resource?

a. fossil

b. air

c. disease

d. adaptation

3. Soil and plants may be washed away during a

a. drought.

b. wildlife.

c. flood.

d. disease.

4. When you use less of something, you

a. adapt.

b. recycle.

c. reuse.

d. reduce.

5. Which organism is extinct?

a. lizard

b. eagle

c. elephant

d. woolly mammoth

6. In the grasslands of the central United States, which organism is prey for a coyote?

a. grass

b. prairie dog

c. hawk

d. eagle

Changes in EcosystemsCircle the letter of the best answer.

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7. For which of these resources do plants compete?

a. prey

b. food

c. sunlight

d. air

8. Scientists learn the most about ancient organisms by studying

a. fossils.

b. resources.

c. natural disasters.

d. adaptations.

9. Which does a business do when it makes new cans from old cans?

a. adapt

b. reuse

c. reduce

d. recycle

10. Which is a natural disaster caused by too little rain?

a. pollution

b. disease

c. drought

d. flood

11. What is produced when harmful things are put in the air, water or on land?

a. pollution

b. competition

c. extinction

d. adaptation

12. Which is a predator?

a. tree

b. fungus

c. wild horse

d. hawk


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UNIT

Literature

One Cool AdventureRead the Unit Literature feature in your textbook.

Write About It

Response to Literature This article tells about the first women to cross Antarctica on skis. What do you know about Antarctica or other places on Earth? Write about an imaginary trip around the world. What kinds of things might you see? Write about it.

Each paragraph should have a clear topic sentence that directly

addresses the kinds of things students might experience on a trip

around the world. The sentences that follow the topic sentence

should include details about the trip, such as the humidity they

would encounter while trekking in the jungles of Brazil. Students

should use a closing sentence that restates the main idea of the

paragraph. Good paragraphs will contain vivid words and imagery,

include correct grammar and mechanics, and demonstrate proper

transition from one idea to the next.

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Unit C • Earth and Its Resources Reading and Writing

81


Earth ChangesComplete the concept map about Earth’s features and how they can change. Some parts have been done for you.

Some things cause landforms on

Earth’s crust to change suddenly.

1. volcanoes

2.

3. floods

4.

1. Weathering by:

a. moving water

b.

c. ice

d.

2. Erosion by:

a.

b.

c. glaciers

1. mountains

2.

3.

4. plateaus

5.

6.

Some things cause landforms on Earth’s

crust to change very slowly.

Some of Earth’s Features

oceans

valleysany others students

might choose

islands

earthquakes

landslides

wind

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Chapter 5 • Earth Changes Reading and Writing

82

LESSON

Outline

Earth’s FeaturesUse your textbook to help you fill in the blanks.

What covers Earth’s surface?

1. More than half of Earth is covered

by .

2. Most of Earth is covered by , which are made up of salt water.

3. Rivers and glaciers are made up of water.

4. Water that is not is fresh water.

5. Earth’s make up seven great land areas.

What are some of Earth’s land and water

features?

6. A deep, narrow valley with steep sides is

a(n) .

7. A landform with water all around it is

a(n) .

8. Rivers are bodies of water.

9. Land that is flat on top and higher than the land

around it is called a(n) .

water

oceans

fresh

salty

continents

canyon

island

moving

plateau

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Chapter 5 • Earth Changes Use with Lesson 1Reading and Writing Earth’s Features

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What land features are in the oceans?

10. The land under an ocean at the edge of a continent is

called a .

11. Land that stretches for thousands of miles across the

ocean is called the .

12. Canyons called form the deepest parts of the ocean floor.

What are the layers of Earth?

13. Earth’s makes up the continents and the ocean floor.

14. Earth’s crust is a(n) , cool layer.

15. Under the crust is a layer called the .

16. The deepest and hottest layer of Earth is the .

17. The outer core is made up of rock.

18. Earth’s inner core is made up of rock.

Critical Thinking

19. What can a map show you about Earth’s features?

continental shelf

abyssal plain

trenches

crust

thin

mantle

core

melted

solid

A map can show that Earth has land and water features. It can

show that most of Earth is covered by water.

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LESSON

Vocabulary

Earth’s FeaturesMatch each word with its definition.

a. abyssal plain

b. coast

c. continent

d. continental shelf

e. core

f. crust

g. island

h. mantle

i. ocean

j. trench

1. a large body of salt water

2. Earth’s thin outer layer

3. a great area of land

4. the layer immediately below Earth’s crust

5. land that borders the ocean

6. a canyon that is the deepest part of the ocean floor

7. the deepest and hottest layer of Earth

8. land with water all around it

9. a plateau under the ocean at the edge of a continent

10. a deep, flat part of the ocean floor, thousands of kilometers wide

i

f

c

h

b

j

e

g

d

a

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85


Earth’s FeaturesFill in the blanks.

abyssal plain

continental shelf

crust

landforms

mantle

ocean

plain

plateau

The seven large land areas of Earth are the

continents. Continents have such as

mountains and valleys. A high, flat landform with steep

sides is a(n) . Another landform is

a(n) , which is flat and wide.

The outer layer of Earth is the . It

is thin and cool. The layer just below the crust is the

. It is made up of rock that is hot

and flowing.

Most of Earth is covered by salty

water. Land under the ocean along a coast forms the

. Farther out, the wide, flat

makes up the ocean floor. A deep canyon in the ocean floor is

called a trench.

landforms

plateau

plain

crust

mantle

ocean

continental shelf abyssal plain

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LESSON

Outline

Sudden Changes to EarthUse your textbook to help you fill in the blanks.

What are earthquakes?

1. The huge rocks that make up Earth’s crust

can .

2. Rocks below ground can bend when they

each other.

3. Rocks below ground can press against other rocks

and .

4. Rocks that bend can and cause sudden movement.

5. A sudden movement of rocks in Earth’s crust is

an .

6. An earthquake can be or very strong.

7. The land , or shakes, during an earthquake.

8. During an earthquake, vibrations travel as

in all directions.

What are volcanoes?

9. A mountain around an opening in Earth’s crust is

a .

move

slide past

pull apart

snap back

earthquake

weak

vibrates

waves

volcano

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Chapter 5 • Earth Changes Use with Lesson 2Reading and Writing Sudden Changes to Earth

87


10. Melted rock is called when it is in Earth’s crust and mantle.

11. Melted rock that flows through an opening in the

crust is called .

12. A volcanic forms when lava, rocks, and ash pile up in layers.

13. Lava can from a volcano, or it can explode out of it.

What are landslides and floods?

14. The force that pulls on all objects, including rocks, is

called .

15. When rocks and soil move downhill very fast, a

occurs.

16. A river that overflows can cause a on land that is usually dry.

Critical Thinking

17. How can earthquakes, volcanoes, landslides, and floods change the shape of coastlines?

magma

lava

mountain

ooze

gravity

landslide

fl ood

Possible answer: Earthquakes, fl oods, and landslides can make

land fall into the ocean and change the shape of the coast.

Volcanic mountains under the ocean can rise above the surface

of the sea and create islands.

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LESSON

Vocabulary

Sudden Changes to EarthMatch the correct word to its definition by writing its letter in the space provided.

a. earthquake

b. flood

c. gravity

d. landslide

e. lava

f. magma

g. vibrations

h. volcano

1. shaking felt during an earthquake

2. melted rock in the crust and mantle

3. the force that pulls objects downward

4. sudden movement of rocks in Earth’s crust

5. water that flows over land that is normally dry

6. melted rock that flows through an opening and out onto land

7. rock and soil pulled down a hill by gravity

8. a mountain that builds up in Earth’s crust around an opening

g

f

c

a

b

e

d

h

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Sudden Changes to EarthUse the words in the box to fill in the blanks.

crust

earthquake

flood

lava

magma

volcano

The land that makes up Earth’s surface can change

very quickly. Large, flat rocks in Earth’s

can slide or press against each other. If they break or snap

back, they cause an . Water can also

change land. Sometimes heavy rain fills a river, and water

flows over the banks. A forms as water

flows onto land that is usually dry.

Hot, melted rock in Earth’s crust is called

. Magma that flows out through an

opening in the crust is called . A

mountain that forms around an opening in Earth’s crust

is a . Lava can ooze or explode from

a volcano and change the land.

crust

earthquake

fl ood

magma

lava

volcano

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Readingin Science

Slide on the ShoreRead the Reading in Science feature in your textbook.

Cause and Effect

Use the graphic organizer to list the causes and effects of erosion and ways to prevent it.

Cause Effect

heavy rainsmelting snowconstruction

carving terraces into cliffs

using drains and covers

planting a variety of plants

weakens cliffs, and may cause landslides

prevents landslides

keeps land dry

keeps soil in place

building walls of rock and concrete

digging ditches

supports a cliff from below

directs water around buildings

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91



Why do landslides take place?

What are three things that people can do to prevent landslides?

What structures can keep cliffs safe for people to live on or near?

Drafting

Write a clear statement about the causes of landslides.

Write a clear statement about what can happen as a result of a landslide and what people can do to prevent them.

▶

▶

Write About It

Cause and Effect Read the article again with a partner. Write a few sentences that tell what causes landslides to happen. Include also what people can do to prevent them from happening.

Heavy rains, melting snow, and construction weaken cliffs.

People can carve terraces into cliffs so that rocks and water do not

fl ow to the bottoms of cliffs. They can use drains and covers to keep

land dry. They can also plant a variety of plants to keep soil in place.

Walls of concrete or rock can be built to support a cliff from below

and ditches can be dug to direct water around buildings.

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LESSON

Outline

Weathering and ErosionUse your textbook to help you fill in the blanks.

What is weathering?

1. The process of breaks down rocks into smaller and smaller pieces.

2. Weathering can break down rocks into

and soil.

3. Weathering can be caused by , wind, rain, and ice.

4. Rocks can weather when they against each other.

5. Water that freezes in a crack and makes the crack larger.

6. Over time, freezing and water breaks down a rock into smaller pieces.

7. Plant grow into cracks in a rock and split the rock.

What is erosion?

8. Pieces of weathered rock get moved to other places

by .

9. Erosion can happen when pulls weathered rock and soil downhill.

weathering

sand

running water

scrape

expands

thawing

roots

erosion

gravity

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Chapter 5 • Earth Changes Use with Lesson 3Reading and Writing Weathering and Erosion

93


10. One cause of erosion is the in rivers and the ocean.

11. Rock can be dropped or by wind when the wind slows down.

12. Rocks are carried along inside a(n) and drop off as it melts.

How can people change the land?

13. Digging a(n) is a small example of how people can change land.

14. Land is changed when trees are cut to build ,

, and .

15. Soil can wash away if trees are not .

16. Land can change when it is for valuable minerals and metals.

Critical Thinking

17. Why would planting trees help stop erosion caused by wind and water?

moving water

deposited

glacier

hole

roads

stores homes

replanted

dug up

Planting trees would help stop wind erosion because it would

keep the wind from blowing soil away. Trees also help keep

water from washing soil away.

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A3_RWTG_C5_SC07.indd 94 3/31/09 2:59:27 PM

LESSON

Vocabulary

Weathering and ErosionWhat am I?

Choose a word from the word box below that answers each question and write the correct letter in the space provided.

a. erosion

b. glacier

c. gravity

d. roots

e. soil

f. weathering

g. wind

1. I am a force that pulls materials downhill.

What am I?

2. I drop or deposit small bits of rock when I slow down.

What am I?

3. I can grow in small cracks and split rocks apart.

What am I?

4. Rocks freeze under me. Then I drop them in new

places when I begin to melt. What am I?

5. I am the movement of weathered rock.

What am I?

6. I cause rocks to break down with the help of running

water, rain, and ice. What am I?

7. I am the result of rocks, being broken down into

smaller pieces. What am I?

c

g

d

b

a

f

e

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Weathering and ErosionFill in the blanks.

blow away

deposited

erosion

expands

freezing

plant roots

scrape

wind

The weathering of rocks is the way that

rocks get broken into small pieces. Weathered rock

moving from one place to another is .

Sand and rocks are picked up and in a

new place. Moving water, glaciers, and

help erosion take place. People can cause erosion by

cutting down trees, which can cause the soil

to .

Some weathering happens because water

when it freezes in a crack in a rock. Repeated

and thawing helps break the rock. Some rocks weather

when they against other rocks. Rocks

also break apart when grow into their

cracks. They also break when gravity pulls rocks downhill.

erosion

deposited

wind

blow away

expands

freezing

scrape

plant roots

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Writingin Science

Getting Ideas

Water is one cause of weathering and erosion. What are some other causes? Write them in the chart below.

Cause Effect


Here are three sentences that Suki wrote. Write “MI” if the sentence tells a main idea. Write “D” if it gives a detail.

1. Large rocks get worn away by scraping against smaller rocks.

2. Wind can cause the soil to erode.

3. There are several causes of weathering and erosion.

Missing NosesRead the Writing in Science feature in your textbook.

Write About It

Expository Writing Write a paragraph to describe other causes of weathering. Remember to start with a topic sentence and to end with a conclusion.

Rocks scrape against each other.

They get worn away.

Soil gets blown away.

Weathering occurs.

Erosion occurs.

Fierce winds blow.

Machines dig up ground.

Gravity pulls soil downhill.

D

D

MI

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Drafting

Write a topic sentence. Make sure it states your main idea about weathering and erosion.

Now write your paragraph. Use a separate piece of paper. Begin with your topic sentence. Then write about other causes of weathering and erosion. Reach a conclusion at the end.


Here are some sentences Suki wrote. Combine each pair, using the word in parentheses after each sentence.

1. Machines can cause weathering. They dig up the ground. (because)

2. The roots of a tree can break a rock apart slowly. They grow. (when)

3. Rocks will weather. An animal digs them up. (after)


Did I begin with a topic sentence?

Did I include facts and details?


▶

▶

▶

Possible sentence: There are several causes of weathering and

erosion.

Machines can cause weathering because they dig up the ground.

The roots of a tree can break a rock apart slowly when they

grow.

Rocks will weather after an animal digs them up.

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CHAPTER

Vocabulary

1. The middle layer of Earth is the

a. crust.

b. mantle.

c. inner core.

d. outer core.

2. The continents and ocean floor make up Earth’s

a. mantle.

b. coast.

c. crust.

d. core.

3. What forms when water suddenly flows over land that is usually dry?

a. an ocean

b. a volcano

c. a landslide

d. a flood

4. A continental shelf is flat and slopes off into the ocean. It is similar to a

a. plateau.

b. coast.

c. plain.

d. trench.

5. Most of Earth is covered by

a. sand and soil.

b. oceans.

c. lakes.

d. melted rock.

6. When water freezes, it

a. flows.

b. expands.

c. shrinks.

d. melts.

Earth ChangesCircle the letter of the best answer.

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99


7. What change occurs when rocks are carried to a new place?

a. erosion

b. melting

c. freezing and thawing

d. formation of a new rock

8. Melted rock that flows out onto land is called

a. magma.

b. lava.

c. a landslide.

d. a slab of rock.

9. An earthquake occurs when slabs of rock in the Earth’s crust

a. move slowly.

b. explode.

c. move suddenly.

d. ooze onto land.

10. An earthquake can happen because rocks in Earth’s crust can

a. melt and harden.

b. bend and snap back.

c. freeze and thaw.

d. ooze and explode.

11. Gravity causes erosion on a hillside when it

a. pushes rocks along.

b. holds rocks in place.

c. pulls rocks downhill.

d. bends rocks.

12. What makes a slowing wind drop pieces of weathered rock?

a. moving water

b. gravity

c. glaciers

d. animals

13. The deepest part of an ocean is its

a. abyssal plain.

b. coast.

c. continental shelf.

d. trench.


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CHAPTER

Concept Map

Using Earth’s ResourcesComplete the concept map with the information you learned about Earth’s resources.

Minerals and Rocks

The three types of rock

are ,

, and

. Rocks and minerals are used to

make

.

Air and Water

Air is important because it has

that

need.

People need water

for

.

Fossils and Fuels

Some types of fossils are

, stony models

, and

. Fossil fuels are a source

of .

Soil

Soil is made of

.

It provides a place for plants to

.

Earth’s Resources

igneous

metamorphic

sedimentary

jewelry,

roads, and houses

drinking and

oxygen

animals

bones

molds

casts

energy

grow

minerals, humus,

weathered rock,

water, air, and

living things

cooking

pencils, salt,

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Chapter 6 • Using Earth’s Resources Reading and Writing

101


Minerals and RocksUse your textbook to help you fill in the blanks.

What are minerals?

1. Solid, nonliving substances called are found in rocks and soil.

2. It is possible to tell one mineral from another because

minerals have their own .

3. Minerals cannot be identified by alone because some minerals come in many colors.

4. One property of minerals is the color of their powder,

or .

5. A mineral’s can be described by the way light bounces off of it.

6. Minerals are scratched in order to investigate the

property called .

What are rocks?

7. A rock with large grains has a coarse .

8. A rock that forms from magma or lava is classified as

a(n) .

9. Granite that has formed from melted rock inside

Earth is called .

minerals

properties

color

streak

luster

hardness

texture

igneous rock

magma

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Chapter 6 • Using Earth’s Resources Use with Lesson 1Reading and Writing Minerals and Rocks

102

LESSON

Outline

10. Basalt that has formed from melted rock on Earth’s

surface is called .

What are sedimentary and metamorphic rocks?

11. A rock that forms from layers of sediment is classified

as a(n) .

12. Another name for the tiny bits of rock that make up

shale is .

13. Heating and squeezing rocks inside Earth can form a

kind of rock called .

How do we use minerals and rocks?

14. Minerals called are valued for their beauty.

15. People make cement from and

burn for fuel.

Critical Thinking

16. Choose three rocks or minerals mentioned in the textbook that you would use to make a necklace. Explain your choices based upon their qualities.

lava

sedimentary rock

sediment

metamorphic rock

gems

limestone

coal

Possible answer: I would use the mineral turquoise because of its

pretty color, the rock granite because of its coarse texture, and

the mineral gold because of its color and common use in jewelry.

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103


Minerals and RocksWhat am I?

Choose a word from the box that answers each question below.

a. igneous rock

b. luster

c. metamorphic rock

d. mineral

e. sediment

f. sedimentary rock

1. I am the property of a mineral that describes how

light reflects from the mineral. What am I?

2. I am tiny bits of animals, plants, or weathered rock.

What am I?

3. I am a solid, nonliving substance found in nature.

What am I?

4. I formed when layers of sediment piled up and were

pressed together. What am I?

5. I formed deep inside Earth. I was heated and squeezed by the weight of rocks above me.

What am I?

6. I formed when melted rock cooled and hardened, either inside Earth or on Earth’s surface.

What am I? a

b

e

d

f

c

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104

LESSON

Cloze Activity

Minerals and RocksUse the words in the box to fill in the blanks below.

animals

hardness

igneous

lava

luster

magma

metamorphic

minerals

plants

sedimentary

Rocks are classified into three groups based on the

way they form. A rock that formed from melted rock is

called a(n) rock. Rocks with large

mineral grains formed from . Rocks

with small mineral grains formed from .

Shale is a(n) rock because it formed

when tiny bits of rocks pressed together in layers.

Other rocks of this kind can contain tiny bits of

and . When rocks

are heated and squeezed inside Earth, new rocks called

rocks can form. Rocks are made of solid,

nonliving materials called . They can be

identified by their , ,

and streak. Rocks and minerals are very useful.

igneous

magma

lava

sedimentary

animals plants

metamorphic

minerals

hardness luster

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105


Getting Ideas

Write the names of the two objects above the ovals below. In the outer part of each oval, write how they are different. In the overlapping part, write how they are alike.


Lily wrote two sentences. Write “compare” or “contrast” depending on whether each sentence is alike or different.

1. Both necklaces were made of blue stones.

2. Another necklace had smooth stones, but the stones were black.

Write About It

Descriptive Writing Choose two objects made from rock. Write a paragraph that describes and compares them.

Marble MemorialsRead the Writing in Science feature in your textbook.

AlikeDifferent Different

compare

paperweight beads

large

irregular shape

black with gold specks

small

round

blue and green

shiny

hard

contrast

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106

Writingin Science

Drafting

Begin your paragraph by writing a sentence that identifies the two objects you will compare. Write a main idea about them.

Now write your paragraph. Use a separate piece of paper. Start with the sentence you wrote above. Then compare the two things and include details.


Here is part of a paragraph that Lily wrote. She made five mistakes. Proofread the sentences. Find the mistakes and correct them.

There are two statues that I like. both of them are

made of marble. One statu is made of white marble. It is a

sculpture of a jack rabit. The other statue is made of black

marble. It is a sculpture of a gient black spider. The marble

on both sculptures is very smooth and cold. Even when it’s

hot outside the marble is still cold.


Did I compare two things made from rocks?

Did I use details that show how they are alike and different?


▶

▶

▶

Possible answer: I have two necklaces made of different stones.

e

^b

^ a/

,̂

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107


SoilUse your textbook to help you fill in the blanks.

What is soil?

1. Minerals, weathered rocks, and bits of decayed plants

and animals make up .

2. Plants use nutrients that adds to soil.

3. A plant’s take in water and hold the soil in place.

4. Bits of rock, minerals, and a lot of humus make up the

soil layer called .

5. The soil layer called has less humus than the layer of soil above it.

6. Below topsoil and subsoil is solid rock, or .

How are soils different?

7. Soils with thick layers and lots of humus are good

for .

8. Soils are different because they have different minerals and amounts of humus.

9. When you say that soil has large or small grains, you

are describing the of the soil.

soil

humus

roots

topsoil

subsoil

bedrock

growing plants

colors

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Chapter 6 • Using Earth’s Resources Use with Lesson 2Reading and Writing Soil

108

LESSON

Outline

10. The type of soil with the largest grains is .

11. Soil with grains smaller than those of sand but larger

than clay is .

12. Some plants may not grow well in because it is too wet.

13. The best soil for growing many plants is .

Why is soil important?

14. Soil is a(n) and is important because people need the plants that grow in soil.

15. People can keep soil by preventing soil erosion and keeping soil clean.

Critical Thinking

16. If you were a farmer looking to buy land to grow plants, which kind of soil would you look for? Describe the qualities you would like the soil to have.

sandy soil

silty soil

clay soil

loam

natural resource

healthy

Possible answer: I would look for soil that has a rich layer of

topsoil, that has plenty of humus, and that is dark brown or

black. Loam would be good because it is not too dry or wet.

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109


SoilMatch the correct word to its description below. Write the letter of the word in the blank provided.

a. bedrock

b. humus

c. loam

d. natural resource

e. soil

f. subsoil

g. topsoil

1. soil made up of a mixture of sand, silt, and clay

2. the top layer of soil

3. the layer of soil that has a lighter color and less humus than the layer above it

4. bits of decayed plants and animals that add nutrients to soil

5. material on Earth that is necessary or useful to people

6. solid rock

7. a mixture of minerals, weathered rocks, water, air, and living things

c

g

f

b

d

a

e

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110

LESSON

Cloze Activity

SoilUse the words in the box to fill in the blanks below.

clay soil

humus

loam

minerals

mixture

natural resource

subsoil

topsoil

weathering

Soil is important because plants need it to grow.

Because soil is found in nature and is useful to people,

it is a(n) . Soil is made up of

minerals, weathered rocks, and . The

soil in which plants grow well is called .

This kind of soil is a(n) of sand, silt,

and clay. Sandy soil holds little water, and

holds a lot of water.

Soils vary because they contain different rocks and

. Soil starts forming when rocks are

broken down by . The first layer of

soil is called and the next layer is

called . Solid rock called bedrock is

below the soil layers.

natural resource

humus

loam

mixture

clay soil

minerals

weathering

topsoil

subsoil

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111


Fossils and Fuels


How are fossils formed?

1. The bone of an animal that lived long ago is an

example of a(n) .

2. An animal footprint in solid rock is a type of fossil

called a(n) .

3. Fossils can be in the form of bones, leaves, skin,

footprints, or .

4. An organism buried in sediment can turn into a type

of fossil called a(n) .

5. An empty space in rock in the shape of a living

thing’s remains is a(n) .

6. A copy of a mold’s shape that formed in hardened

minerals is a(n) .

What are fossil fuels?

7. People get energy to heat homes by burning material

called .

8. After ancient plants and animals died, their remains

turned into a fuel called a(n) .

9. Fossil fuels, plants, animals, water, and air are .

fossil

imprint

shells

stony model

mold

cast

fuel

fossil fuel

natural resources

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112


LESSON

Outline

10. Plants and animals are resources because they can be replaced.

11. Oil and gas are resources because they cannot be replaced.

What are some other sources of energy?

12. We have many of energy besides fossil fuels.

13. A renewable resource that comes from the Sun is

.

14. People can use the Sun, wind, and moving water to

make .

Critical Thinking

15. Which kind of fossil would you like to discover and what do you think can be learned from it?

Possible answer: I would like to discover a stony model of an

organism from a long time ago so that I can learn about what

the organism looked like and research how it lived.

renewable

nonrenewable

sources

solar energy

electricity

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113


Fossils and FuelsMatch the correct word with its description below. Write its letter in the blank provided.

a. cast

b. fossil

c. fuel

d. imprint

e. mold

f. nonrenewable resource

g. renewable resource

h. solar energy

1. a type of fossil that is a copy of a mold’s shape

2. a type of fossil that is a mark in solid rock

3. energy from the Sun

4. a resource that can be replaced or used again and again

5. a material that is burned for its energy

6. a type of fossil that is an empty space in rock where the remains of an animal or plant lay

7. a resource that cannot be replaced or reused easily

8. the trace or remains of something that lived long ago

a

d

h

g

c

e

f

b

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114

LESSON

Cloze Activity

Fossils and FuelsUse the words in the box to fill in the blanks below.

cast

energy

fossils

imprint

minerals

mold

nonrenewable

organisms

sediment

solar energy

stony model

Fossil fuels are an important natural resource.

These fuels formed from the remains of

that lived long ago. Remains or traces of ancient plants

and animals are called . A footprint of

an animal in solid rock is a(n) .

Organisms that have died can be buried in .

As the sediment becomes rock, replace

the hard parts of the organism, making a(n) .

A space in the shape of an organism’s remains is a(n)

. If this fossil fills with water, minerals can

harden and form a(n) . Because fossils

take so long to form, they are resources.

However, fossils are not our only source of .

Other sources include wind, moving water, and .

These sources are renewable because they can be replaced.

organisms

fossils

imprint

sediment

minerals

stony model

mold

cast

nonrenewable

energy

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115


Turning the Power OnRead the Reading in Science feature in your textbook.

Fill in the blanks in the graphic organizer below. When you have finished, you will see how text clues help you draw conclusions.

Text Clues Conclusions

People need . Some

energy sources like will be used up one day. Some energy sources

are and can be used again and again.

People need to use

more energy sources so that nonrenewable energy sources will not be used up.

Hydropower, wind, geothermal, solar, and biomass energy can all produce

. This form of

energy our cars,

our homes, and

our machines.

Renewable resources can supply our need for

.

energy

coal or oil

renewable

renewable

electricity

powers

heats

runs

electricity or energy

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116

Readingin Science



1. Why do people need energy?

2. What will happen if people use coal and oil instead of renewable resources?

3. Can renewable resources meet people’s energy needs? Explain.

Draw Conclusions

Now, use your answers to the questions above to write an answer to this question: “Why is it important for people to use renewable resources?”

Write About It

Draw Conclusions Why is it important for people to use renewable energy sources? Use what you already know and what you read in the article to draw a conclusion.

People need energy to power their cars, heat their homes, and

run their machines.

These resources will be used up.

Yes. Renewable resources can be replaced and will not be used

up.

Possible answer: It is important for people to use renewable

resources because they can be replaced, so people’s energy needs

will always be met.

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117


Air and Water ResourcesUse your textbook to help you fill in the blanks.

How do we use air and water?

1. Air is important because it has that people need in order to breathe.

2. Water is a(n) because it can be replaced by rain or snow.

3. People cannot drink most of Earth’s water because it

is very .

4. Rivers, ponds, and water below ground, or , are fresh-water sources.

5. People cannot use most of Earth’s fresh-water

sources because the water is .

How do people get water?

6. Water is carried to people through .

7. A wall that is built on a river is called a(n) .

8. People can use the water that is stored in a(n) behind a dam.

9. People dig to pump groundwater to Earth’s surface.

10. At a water treatment plant, water is cleaned so that it

is to drink.

oxygen

renewable resource

salty

groundwater

frozen

aqueducts

dam

reservoir

wells

safe

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Chapter 6 • Using Earth’s Resources Use with Lesson 4Reading and Writing Air and Water Resources

118

LESSON

Outline

What can happen to air and water resources?

11. Living things can become sick from to water, air, or land.

12. Air becomes polluted when people burn .

13. Water becomes polluted when people use to make plants grow.

14. If people water, they may eventually use all of the available water on Earth.

How can you conserve resources?

15. When people use less water, they resources.

Critical Thinking

16. Why are Earth’s air and water resources important? How might these resources be harmed by human activities?

pollution

fossil fuels

fertilizers

waste

conserve

Possible answer: Air is important because people need the

oxygen in air to breathe. Water is important because people

need it to farm, cook, make things, and swim. If air or water get

polluted, living things can become sick. If people waste water, it

can be used up before it is replaced.

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119



Air and Water Resources

Match each word with its description. Then write its letter in the blank provided.

a. aqueducts

b. conserve

c. groundwater

d. pollution

e. reservoir

f. well

1. a hole that has been dug to reach underground water

2. to use resources wisely

3. pipes or ditches that carry water

4. water stored behind a dam

5. harmful things in the water, air, and land

6. water held in rocks below ground

f

b

a

e

d

c

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LESSON

Cloze Activity

Air and Water ResourcesUse the words in the box to fill in the blanks below.

air

aqueducts

fossil fuels

fresh water

groundwater

nature

pollution

renewable

reservoirs

water treatment

wells

We must use resources wisely so that we will not run

out of them. Two important resources are water and

. These resources are ,

but they can be harmed by . Volcanoes

and wildfires are pollution caused by .

People cause air pollution when they burn .

Fertilizers can pollute rivers, lakes, and ,

an important source of .

People get groundwater by digging .

Some people do not live near fresh water. They use

to store water and

to transport water to them. Some cities and towns use

plants to make water clean and safe.

Because fresh water is limited, people should practice

conservation.

air renewable

pollution

nature

fossil fuels

groundwater

fresh water

wells

reservoirs aqueducts

water treatment

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121


1. Which of the following is a solid, nonliving substance found in nature?

a. sediment

b. humus

c. a mineral

d. a fossil

2. Which of the following is made up of bits of decayed plants and animals that add nutrients to soil?

a. fossils

b. topsoil

c. loam

d. humus

3. Which of the following is an example of a nonrenewable resource?

a. air

b. soil

c. coal

d. water

4. Which kind of rock forms from magma?

a. metamorphic

b. igneous

c. sedimentary

d. fossil

5. Which of the following is a mixture of minerals, weathered rocks, and living things?

a. soil

b. humus

c. a fossil

d. nutrients

6. A dinosaur’s footprint in hardened mud is a(n)

a. mold.

b. cast.

c. stony model.

d. imprint.

Using Earth’s ResourcesCircle the letter of the best answer.

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122

CHAPTER

Vocabulary

7. What do people use to get water from below Earth’s surface?

a. aqueducts

b. wells

c. reservoirs

d. dams

8. Rock formed from heat and pressure inside Earth is classified as

a. bedrock.

b. igneous rock.

c. sedimentary rock.

d. metamorphic rock.

9. Which of the following is Earth’s main source of energy?

a. fossil fuels

b. magma

c. the Sun

d. moving water

10. What kind of resource are plants, animals, water, and air?

a. nonrenewable

b. renewable

c. energy

d. limited

11. Which kind of rock forms from tiny bits of plants, animals, or weathered rock?

a. sedimentary

b. metamorphic

c. igneous

d. mineral

12. Which of the following is a material that is burned for its energy?

a. magma

b. solar energy

c. fossils

d. fuel


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123


What a Difference Day Length MakesRead the Unit Literature feature in your textbook.

Write About It

Response to Literature Animals respond to changing seasons in many ways. What are some ways you have seen nature change from season to season? Write about it.


addresses ways that students have seen nature change from

season to season. The sentences that follow the topic sentence

should support the topic sentence by providing details, such as

the changing of color of leaves in autumn. Students should use a

closing sentence that restates the main idea of the paragraph. Good

paragraphs should include correct grammar and mechanics, and

demonstrate a proper transition from one idea to another.

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Unit D • Weather and Space Reading and Writing

124

CHAPTER

Concept Map

Changes in WeatherComplete the concept map with information that you learned about the events in the water cycle. Some information has been written for you.

1. The Sun

water, causing it to

from Earth’s lakes, rivers, and oceans.

2. When water evaporates, it forms tiny drops called

, which cannot be seen.

3. Water vapor

into the

.

4. Clouds form when water vapor

around tiny

particles in the air.

5. Precipitation, such as rain,

, or sleet, falls into Earth’s

.

The Water Cycle

heats

evaporate

water vaporsnow

oceans, rivers, and

lakes

rises

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Chapter 7 • Changes in Weather Reading and Writing

125


WeatherUse your textbook to help you fill in the blanks below.

What is weather?

1. Weather is what the is like in the lowest layer of the atmosphere at a certain time and place.

2. Air is a(n) that takes up space and can move things.

3. The air that surrounds Earth makes up part of

the .

4. Earth’s atmosphere consists of layers of

and some .

5. The measure of how hot or cold something is can be

found by taking its .

How can you describe the weather?

6. Weather is described in terms of amounts of

and , as well as

and air temperature.

7. Water that falls from the to the ground is called precipitation.

air

gas

atmosphere

gases

dust

temperature

precipitation wind

air pressure

atmosphere

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Chapter 7 • Changes in Weather Use with Lesson 1Reading and Writing Weather

126

LESSON

Outline

8. Two forms of precipitation are

and .

9. Air that moves is called .

10. The weight of air pressing down on Earth is

called .

How do we predict weather?

11. Scientists collect data about the atmosphere by

using .

12. To observe weather from above Earth, are used.

13. Data from , balloons, and satellites

are used to weather.

Critical Thinking

14. What information would you need to collect to describe the weather in your town every day for a week?

rain

snow

wind

air pressure

weather balloons

satellites

maps

predict

Possible answer: I would need to know the temperature every

day. I would also need to know the air pressure, the wind speed,

and the wind direction. I would have to note any precipitation

and record it as rain, hail, sleet, or snow.

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127


WeatherMatch each word from the box to its definition.

a. atmosphere

b. hail

c. precipitation

d. sleet

e. temperature

f. thermometer

g. weather

h. wind

1. a type of precipitation that involves mixed states of matter

2. water that falls to the ground from the atmosphere

3. the measure of how hot or cold something is

4. what air is like at a certain time and place

5. the layers of gases and tiny bits of dust that surround Earth

6. lumps of ice that fall during a thunderstorm

7. a tool that measures temperature

8. moving air

d

c

e

g

a

b

f

h

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128

LESSON

Cloze Activity

WeatherUse the words in the box to fill in the blanks below.

air pressure

atmosphere

direction

moves

precipitation

rain

speed

temperature

thermometer

weight

wind

Weather forms in the lowest layer of gases that

surround Earth. This layer makes up part of Earth’s

. Scientists use a tool called a(n)

to measure the of

air. Air takes up space and has . The

weight of air as it presses down on Earth is called

.

Air also . This movement is called

. There are tools that measure the

and of wind.

Occasionally, falls from the

atmosphere to Earth. Precipitation may be in the form

of sleet, snow, or . These are all

different forms of water.

atmosphere

thermometer temperature

weight

air pressure

moves

wind

direction speed

precipitation

rain

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The Water CycleUse your textbook to help you fill in the blanks below.

What are clouds?

1. A collection of tiny drops of water or ice that can be

seen in the air is a(n) .

2. Low, flat layers of clouds covering most of the sky

are clouds.

3. On a sunny day, it is possible to see white, puffy

clouds with flat bottoms, or clouds.

How do clouds form?

4. A stratus cloud that forms near the ground is .

5. Liquid water and becomes a(n)

when the Sun shines on it.

What is the water cycle?

6. The path that water takes between Earth’s

surface and the is called the water cycle.

7. The Sun causes the of water by heating it.

cloud

stratus

cumulus

fog

evaporates

gas

atmosphere

evaporation

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Chapter 7 • Changes in Weather Use with Lesson 2Reading and Writing The Water Cycle

130

LESSON

Outline

8. Clouds form as water condenses on

in the air and returns to Earth as , continuing the cycle.

What are some kinds of severe weather?

9. A storm that forms over an ocean and brings heavy

rain and strong winds is a(n) .

10. A powerful storm shaped like a tall funnel that forms

over land is a(n) .

11. A blizzard has strong winds, snow, and .

How can you stay safe in severe weather?

12. During most severe storms,

a building. During a tornado, go to a(n)

or lie flat in a(n) .

Critical Thinking

13. How are clouds related to the water cycle and storms?

tiny specks of dust

precipitation

hurricane

tornado

cold temperatures

stay inside

basement

low place

Clouds form as part of the water cycle. Heat from the Sun

causes water to evaporate from Earth’s surface. Water vapor

rises and condenses around pieces of dust, forming clouds. The

water that falls from clouds may be part of a thunderstorm,

blizzard, or hurricane.

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131


The Water CycleWhat am I?

Choose a word from the box below that answers each question. Write its letter in the space provided.

a. cloud

b. cumulus clouds

c. evaporation

d. hurricane

e. stratus clouds

f. tornado

g. water cycle

1. I am white and puffy with a flat bottom. What am I?

2. I form over the ocean and come with strong winds

and heavy rain. What am I?

3. I form when water vapor rises and cools around tiny

dust particles. What am I?

4. I have a long funnel and cause damage on land.

What am I?

5. I am made of low, flat layers of clouds. What am I?

6. I am the path that water takes from Earth to the

atmosphere and back again. What am I?

7. I am the process by which a liquid changes to a gas.

What am I?

b

d

a

f

e

g

c

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132

LESSON

Cloze Activity

The Water CycleUse the words in the box to fill in the blanks below.

clouds

dust

evaporation

precipitation

Sun

tornado

water cycle

water vapor

Every day, water moves from Earth to the

atmosphere and back again. This process is called the

. During the water cycle, the

heats water on Earth’s surface. This

causes the of water, changing it to

a gas. The rises and condenses

around particles in the atmosphere,

forming . Water that falls from

clouds is .

Hurricanes, thunderstorms, tornadoes, and

blizzards are all types of severe weather. During a(n)

, it is best to find shelter in a

basement or to lie flat in a low area. People must be

aware of the dangers of extreme weather.

water cycle

Sun

evaporation

water vapor

dust

clouds

precipitation

tornado

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133


Tracking TwistersRead the text below, and answer the questions that follow.

When a tornado, or twister, touches down, it can destroy

almost anything in its path. For this reason, scientists

gather information about tornadoes to help predict where

they may happen.

First, scientists observe and measure weather to see if

conditions are right for a tornado to form. Tornadoes occur

when warm, moist air near the ground mixes with cool, dry

air above it and rises rapidly.

Doppler radar is used to track storms. Radar works

by sending out radio waves from an antenna. Objects in

the air, such as raindrops, bounce the waves back to the

antenna. Doppler radar can track the direction and speed

of a moving object, such as a tornado or other storm.

People called storm chasers get a close-up look at

tornadoes from planes or cars. The information they

gather is used to warn communities about tornadoes

before they strike.

1. What might happen if a tornado touches down?

2. What is Doppler radar used to track?

3. How do storm chasers help communities?

It could destroy anything in its path.

They warn them about tornadoes before they strike.

It is used to track storms.

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134

Readingin Science

Fill in the graphic organizer below.

What I Predict What Happens

A(n) touches down.

It may anything in its path.

Scientists do not have

to track storms.

They cannot track the

and

of a tornado.

There were no

to gather .

Communities could not be

about tornadoes before they

.

Write a paragraph telling what might happen if there were no storm chasers or technology to warn people about tornadoes.

Write About It

Predict What if there were no storm chasers? What if there was no technology to warn people of tornadoes? Write about what might happen.

tornado destroy

Doppler radar direction

speed

storm chasers

informationwarned

strike

Answers will vary but should demonstrate an understanding that

people cannot prepare for a tornado strike if they are not warned

ahead of time. Answers might include examples of safety measures

that people would not take, such as staying outside instead of going to a basement.

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135


Climate and SeasonsUse your textbook to help you fill in the blanks below.

What is climate?

1. Every day, the changes.

2. The pattern of weather in a certain place over a long

time is its .

3. The climate of a certain place is described by

its average and amount of .

4. Earth is shaped like a ball, or a(n) .

5. Earth spins around its , a(n) through the center of a spinning object.

6. Earth’s axis is slightly.

7. Places on Earth with climates are hit directly by the Sun’s rays.

8. When the Sun’s rays strike Earth at a(n) , energy is spread out more, so the areas that receive these rays have colder climates.

What affects climate?

9. The climate becomes in areas that are high in the atmosphere.

weather

climate

temperature precipitation

sphere

axis line

tilted

warm

slant

colder

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Chapter 7 • Changes in Weather Use with Lesson 3Reading and Writing Climate and Seasons

136

LESSON

Outline

10. Mountains next to an ocean can block moist air from

going inland and force that air , causing precipitation.

11. On the ocean side of a mountain, the climate is often

, and on its opposite side, the

climate is often .

What are seasons?

12. Times of year with different weather patterns

are .

13. The four seasons are , , winter, and spring.

Critical Thinking

14. How are climate and weather different?

wet

dry

seasons

summer fall

Weather is what the air is like at a certain time and place.

Weather changes from day to day. Climate is the pattern of

weather in a certain place over a long time. Climate does not

change every day.

upward

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137


Climate and SeasonsMatch the word with its definition.

a. axis

b. climate

c. mountain

d. ocean

e. seasons

f. slant

g. sphere

h. weather

1. the direction in which the Sun’s rays strike Earth, causing energy to be spread out

2. the pattern of weather in a certain place over a long time

3. the shape of Earth

4. times of the year with different weather patterns

5. a landform that keeps the air temperature of nearby land from becoming too hot or cold, producing a milder climate

6. the real or imaginary line through the center of a spinning object

7. affects how wet a climate is by blocking moist air from some places

8. changes every day

f

b

g

e

a

c

h

d

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138

LESSON

Cloze Activity

Climate and SeasonsUse the words in the box to fill in the blanks below.

axis

climate

colder

milder

ocean

precipitation

slant

temperatures

warmer

Weather changes every day. The

stays the same. The yearly and

of an area describe the climate.

The Sun also affects climate. Earth spins on a slightly

tilted . Because of this, the Sun’s

rays strike some places on Earth directly. These places

get much more of the Sun’s energy and have

climates. In other places, the Sun’s

rays strike an area on a(n) . These

areas get less of the Sun’s energy, so the climate is

. Land that is near a(n)

or large lake has a(n) climate. Land

on the far side of mountains near an ocean tends

to be dry.

climate

temperatures

precipitation

axis

warmer

slant

colder ocean

milder

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139

First

Next

Last


A Season MythRead the Writing in Science feature in your textbook.

Write About It

Fictional Narrative Write your own myth about how a season came to be. Use an animal as a character in the story. Use all the parts of a good story when writing.

Getting Ideas

Choose a season. How could you create a myth about how this season came about? Fill in the sequence chart below. Your main character should be an animal.


Jake wrote three sentences. Put the sentences in time order. Write 1, 2, or 3 in each blank.

1. Wise Owl agreed to cover the land with snow.

2. Bear wanted a cold season, so he visited Wise Owl.

3. Long ago, there was only one hot season.

There was only one hot season at the beginning of time.

Bear begged Wise Owl for a cold season.

Wise Owl made a blanket of snow to cover the Earth.

3

2

1

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140

Writingin Science

Drafting

Begin your myth. Write a sentence that introduces the main character. Describe what it was like in the beginning of time. Get the reader interested!

Now write your story on a separate piece of paper. Start with the sentence you wrote above. Tell about the character and where and when the story takes place.


Jake wrote some sentences and wants to join them together. Read the sentences and look at the two words that follow. Circle the word that best connects the two sentences. Then write the new sentence on the line, adding a comma before the connecting word.

1. The Earth was snowy. All of the animals slept or hid in trees. so but

2. Bluebird wanted to sing. It was too cold. and but


Did I tell how a season came to be?

Did I include a beginning, middle, and end?


▶

▶

▶

Possible answer: Big Bear shook his furry coat and said, “I’m tired of

being hot all the time.”

The Earth was snowy, so all of the animals slept or hid in trees.

Bluebird wanted to sing, but it was too cold.

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141


Changes in WeatherCircle the letter of the best answer.

1. The warmest season is

a. winter.

b. spring.

c. summer.

d. fall.

2. Rain, snow, and sleet are examples of

a. clouds.

b. condensation.

c. evaporation.

d. precipitation.

3. During condensation, a

a. solid changes to a liquid.

b. liquid changes to a solid.

c. gas changes to a liquid.

d. solid changes to a gas.

4. Earth’s air, land, and water are heated by

a. clouds.

b. precipitation.

c. condensation.

d. the Sun’s energy.

5. In the water cycle, the Sun’s energy heats water and causes

a. condensation.

b. evaporation.

c. precipitation.

d. boiling.

6. A person can stay safe during a lightning storm by

a. standing under a tree.

b. using appliances.

c. lying flat in a low place.

d. staying inside a building.

7. A thermometer is used to measure

a. air pressure.

b. the weight of air pressing on Earth.

c. air temperature.

d. wind speed and direction.

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142

CHAPTER

Vocabulary

8. Which type of cloud is thin and wispy and forms high above the ground?

a. fog

b. cirrus

c. stratus

d. cumulus

9. Which type of large, severe storm forms strong winds and heavy rains over the ocean?

a. tornado

b. hurricane

c. blizzard

d. thunderstorm

10. Places on the ocean side of mountains tend to have a

a. hot climate.

b. wet climate.

c. dry climate.

d. cold climate.

11. The layers of gases and dust that surround Earth make up the

a. atmosphere.

b. Sun’s rays.

c. four seasons.

d. fog.

12. Parts of Earth that are hit directly by the Sun’s rays have

a. warmer climates.

b. colder climates.

c. mild climates.

d. summer all year long.

13. Around which of the following items does water vapor condense to make clouds in the atmosphere?

a. fog on the ground

b. specks of dust

c. hail

d. sleet


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143


Planets, Moons, and StarsComplete the concept map with causes and effects described in the chapter.

Cause Effect

Earth

on its .

Earth has both day

and .

Earth around the Sun.

Earth has seasons.

Earth’s is tilted.

Earth has opposite

in the Northern and Southern Hemispheres at any given time.

The revolves around

.

We see phases of the Moon.

Sunlight

off of the Moon and planets.

The Moon and planets appear to shine.

The Sun is the

star to Earth.

The Sun appears to be

in size.

Stars are big balls of

.

Stars give off

and

.

rotates

axis night

revolves

axis seasons

Moon

Earth

refl ects

closest biggest

hot gasesheat

light

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Chapter 8 • Planets, Moons, and Stars Reading and Writing

144

LESSON

Outline

The Sun and EarthUse your textbook to help you fill in the blanks.

Why is there day and night?

1. The Sun seems to move across the sky because Earth

spins, or .

2. The side of Earth that faces the Sun has .

3. The Sun appears to rise in the

sky and is highest in the sky at .

4. Shadows are long at and

at .

5. The imaginary line on which Earth spins is its .

6. Earth turns once on its axis every hours.

Why are there seasons?

7. The path that Earth follows as it moves around the

Sun is called a(n) .

8. It takes 365 days, or one , for Earth to revolve around the Sun.

9. Seasons change because Earth’s axis is and different areas of Earth are closer or farther away from the Sun.

rotates

daytime

eastern

midday

sunrise

sunset

axis

24

orbit

year

tilted

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Chapter 8 • Planets, Moons, and Stars Use with Lesson 1Reading and Writing The Sun and Earth

145


10. When the Northern Hemisphere is tilted toward the

Sun, it has .

11. When it is summer in the Northern Hemisphere, it is

in the Southern Hemisphere.

12. During winter, days are than they are in summer.

What is the Sun like?

13. Earth revolves around a(n) called the Sun.

14. Life on Earth exists because the Sun provides

and .

Critical Thinking

15. If summer starts on June 21 in the Northern Hemisphere, when does summer start in the Southern Hemisphere? Explain.

summer

winter

shorter

star

light heat

Summer starts in the Southern Hemisphere on December 21.

When the Southern Hemisphere is tilted toward the Sun it is

summer there. At that time, the Northern Hemisphere is tilted

away from the Sun and having winter.

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LESSON

Vocabulary

The Sun and EarthMatch the words in the box to their definitions below. Then find the words hidden in the puzzle.

a. axis

b. day

c. orbit

d. revolve

e. rotation

f. star

g. year

1. a real or imaginary line through the center of a spinning object

2. to move around another object

3. a regular path Earth follows around the Sun

4. the time it takes Earth to make one complete trip around the Sun

5. a ball of hot, glowing gases

6. the time it takes Earth to make one complete turn

7. the movement of Earth when it spins

R O T A T I O N

X A M D S B H W

S Y R V T M T D

A E J I A I O A

P A B Q R D F Y

L R E V O L V E

O N A X I S V P

a

f

e

d

g

b

c

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The Sun and EarthUse the words in the box to fill in the blanks below.

axis

daytime

orbit

rotating

summer

tilted

winter

year

Earth’s movement around the Sun causes daytime,

nighttime, and seasons. Earth follows a(n)

around the Sun. A complete trip takes one .

As Earth revolves around the Sun, different parts of

Earth are toward or away from

the Sun. If the upper half of Earth is tilted toward the

Sun, it is in the Northern

Hemisphere. At the same time, the lower half of Earth

is tilted away from the Sun, and it is

in the Southern Hemisphere.

Earth also moves by on its

every 24 hours. When one side of

Earth faces the Sun, it is . On the

side that faces away from the Sun, it is nighttime.

orbit

year

tilted

summer

winter

rotating

axis

daytime

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148

Writingin Science

Seasons Where You Live

Write About It

Personal Narrative Choose a season. Tell a true story about something you did during that season. Explain why you still remember the event. How did it make you feel? Describe what the weather was like.

Getting Ideas

Think about something you did this season. Write the events in the chart below. Write them in time order.


Here are three sentences that Brian wrote. Put them in time order. Write 1 by the first event, 2 by the second event, and 3 by the last event.

The snow fell heavily all through the night.

The next morning, I strapped on my snowshoes and set out.

I hiked through the woods to the cabin for steaming hot cider.

1

2

3

Possible answer:

Snow fell.

I put on snowshoes.

I hiked to the cabin in the woods.

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Drafting

Write a sentence to begin your personal narrative. Use “I” to refer to yourself. Include the name of the season you are writing about.

Now write your personal narrative. Use a separate piece of paper. Begin with the sentence you wrote. Write about what you did in time order. Remember to describe the weather. Explain why this event is memorable.


Here are some sentences that Brian wrote. He did not use the first-person pronoun “I” to refer to himself. Rewrite each sentence by changing the pronouns to the first person.

1. He looked up in wonder at the branches covered with snow.

2. Snow fell on his head when two squirrels jumped on a branch.

3. He laughed as he shook the snow off his cap.


Did I tell about something that happened to me?

Did I use the pronoun “I”?


▶

▶

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Possible sentence: Last winter, I walked through the woods.

I looked up in wonder at the branches covered with snow.

Snow fell on my head when two squirrels jumped on a branch.

I laughed as I shook the snow off my cap.

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150

LESSON

Outline

The Moon and EarthUse your textbook to help you fill in the blanks.

What are the phases of the Moon?

1. The different shapes that we see of the Moon are

called .

2. There are main phases of the Moon.

3. The Moon seems to move across the sky because of

Earth’s .

4. The Moon seems to be lit because reflects off of it.

5. Because the Moon revolves around Earth, it is

a(n) of Earth.

Why does the Moon’s shape seem to change?

6. The Moon is always a(n) .

7. The Sun always lights one of the Moon’s surface.

8. When we see a phase of the Moon, we see some of

the Moon’s half.

9. The dark half of the Moon faces Earth during the

phase.

phases

eight

rotations

sunlight

satellite

sphere

half

lighted

new-Moon

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151


10. The dark half of the Moon faces away from Earth

during the phase.

11. One complete cycle of the Moon’s phases takes

about .

What is it like on the Moon?

12. The Moon and Earth both get from the Sun.

13. Three features that Earth has but the Moon does not

have are , a(n) ,

and .

14. Unlike Earth, the Moon is covered with .

15. Craters are made when crash into the surface of the Moon.

Critical Thinking

16. A new Moon can be seen when the Moon is between Earth and the Sun. How do these three objects line up when we see a full Moon? How do you know?

full-Moon

29 days

light

liquid water atmosphere

living things

craters

rocks

During a full Moon, Earth is situated between the Sun and the

Moon. The entire lighted half of the Moon is facing Earth, so the

Sun must be on the other side of Earth, opposite the Moon.

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152

LESSON

Vocabulary

The Moon and EarthMatch the correct word with its definition. Write its letter in the space provided.

a. crater

b. crescent Moon

c. first-quarter Moon

d. full Moon

e. gibbous Moon

f. last-quarter Moon

g. new Moon

h. phases

1. the phase of the Moon that happens just before and after a full Moon

2. a hollow area in the ground

3. the phase of the Moon that happens when the lighted half faces away from Earth

4. the phase of the Moon that happens when we see the entire lighted half

5. the phase of the Moon that happens about 7 days after the new Moon

6. the phase of the Moon that happens about 21 days after the new Moon

7. the phase of the Moon that happens just before and after a new Moon

8. the different shapes that we see of the Moon

e

a

g

d

c

f

b

h

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The Moon and EarthUse the words in the box to fill in the blanks below.

craters

faces

living things

phases

reflects

revolve

rotate

satellite

In space, the Moon is the closest natural object to

Earth. It is called a(n) because it

revolves around Earth. The Moon is smaller than Earth

and has many . There are no

on the Moon because it has no

atmosphere or liquid water.

Earth and the Moon on their

own axes and around larger objects.

As the Moon revolves, we see different amounts of its

lighted side, or . Half of the Moon is

always lit because sunlight off of it.

We see a full Moon when the entire lighted side

Earth. A new Moon is visible when

the entire lighted side faces away from Earth.

satellite

craters

living things

rotate

revolve

phases

refl ects

faces

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154

LESSON

Outline

The PlanetsUse your textbook to help you fill in the blanks.

What is our solar system?

1. The Sun and the objects that move around it make

up a(n) .

2. Large bodies of rock or gas that revolve around a

star are called .

3. There are planets that revolve around the Sun.

4. All of the planets follow a(n) as

they around the Sun.

5. The planet with the shortest orbit is .

6. The planet with the longest orbit is .

7. Planets look like when viewed from Earth because sunlight reflects off of them.

8. Planets look than the Moon when viewed from Earth because they are farther away.

What are the inner and outer planets?

9. The four planets closest to the Sun are called

the .

solar system

planets

eight

orbit

revolve

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Neptune

stars

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155


10. The inner planets are made of and

are some of the planets in our solar system.

11. The names of the inner planets are ,

Venus, , and Mars.

12. The four planets farthest from the Sun are called

the .

13. The names of the outer planets are Jupiter,

, , and Neptune.

14. The largest planet in our solar system is .

How can we view the planets?

15. To see a planet’s surface, we can use a tool called

a(n) .

16. Telescopes have and that gather light.

Critical Thinking

17. Which planets were discovered with telescopes? Why?

Uranus and Neptune were discovered with telescopes. We can

see Mercury, Venus, Mars, Jupiter, and Saturn in the sky with our

eyes, but not Uranus and Neptune.

rocky material

smallest

Mercury

Earth

outer planets

Saturn Uranus

Jupiter

telescope

mirrors lenses

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156

LESSON

Vocabulary

The PlanetsUse the words in the box to fill in the blanks below.

inner planets

lens

outer planets

planet

space probe

solar system

telescope

year

1. A large body of rock or gas that revolves around a

star is called a(n) .

2. The four planets closest to the Sun are called

the .

3. A star and the objects that move around it make up

a(n) .

4. A machine that leaves Earth and travels through

space is a(n) .

5. The four planets farthest from the Sun are called

the .

6. It takes Earth one to complete a trip around the Sun.

7. A clear material that helps us see objects in more

detail is a(n) .

8. A tool used to make faraway objects appear larger is

a(n) .

planet

inner planets

solar system

space probe

outer planets

year

lens

telescope

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The PlanetsUse the words in the box to fill in the blanks below.

closest

farthest

inner planets

light

Neptune

outer planets

solar system

stars

telescope

warmer

Earth and seven other planets revolve around the

Sun. They form part of a(n) . The

planets look like because they

appear to shine. However, planets do not make their

own but reflect the Sun’s light.

Earth is one of the four . This

group of planets is to the Sun. This

makes them than the other planets.

The other planets are called the .

This group of planets is from the

Sun. The planet that is farthest away is .

To see the planets beyond Saturn, we must use a(n)

. A tool called a space probe lands

on planets and takes pictures of them.

solar system

stars

light

inner planets

closest

warmer

outer planets

farthest

Neptune

telescope

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158

LESSON

Outline

The StarsUse your textbook to help you fill in the blanks.

What are stars?

1. Stars are balls of hot gasses that give off

and .

2. The only star in our solar system is .

3. The Sun’s light keeps us from seeing other

during the .

4. Because it is closest to Earth, the Sun seems than other stars.

5. Stars differ in size and whether they are

or than other stars.

6. You can tell how hot a star is by its .

7. The hottest stars are the color .

8. The coolest stars are the color .

9. Long ago, people thought groups of stars formed

pictures, which today we call .

Why do we see different stars during

different seasons?

10. We do not see the same stars each .

light

heat

the Sun

stars

day

bigger

hotter

brighter

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blue

red

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159


11. We see different stars as Earth around the Sun and we observe different views of the sky.

12. We see different stars when Earth faces

different .

13. A constellation that we see only in winter is .

14. In winter, Orion is in the sky at because we look out into space and away from the Sun.

15. In summer, Orion is in the sky during the because we look out into space in the same direction as the Sun.

Critical Thinking

16. Why might some stars seem brighter in the night sky than other stars?

revolves

directions

Orion

night

day

The stars that seem brighter could be closer to Earth than other

stars. They also could be hotter and brighter than other stars.

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160

LESSON

Vocabulary

The StarsMatch the correct word to its definition.

a. blue star

b. color

c. constellation

d. Orion

e. red star

f. star

g. Sun

1. a group of stars that seem to form a picture

2. the hottest kind of star

3. a constellation that we can see in winter but not in summer

4. a way to tell how hot a star is

5. a glowing ball of hot gases that gives off light and heat

6. the coolest kind of star

7. the only star in our solar system

c

a

d

b

f

e

g

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The StarsUse the words in the box to fill in the blanks below.

closer

color

constellations

different

gases

revolves

season

Sun

sunlight

There are millions of stars in space. We only see stars

at night when does not block them.

We can see pictures called that are

formed by groups of stars. One of these is Orion.

Whether we see Orion depends on the .

Orion stays in the same place, but we see

parts of the sky as Earth around

the Sun.

Stars are balls of hot . Our

is a star, and it is

to Earth than to any other star. Stars differ in ,

size, and brightness. A blue star is the hottest star,

and a red star is the coolest star.

sunlight

constellations

season

different

revolves

gases

Sun closer

color

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162

Readingin Science

Meet Orsola De MarcoDo you ever wonder about the stars? Orsola De Marco

does. She is an astrophysicist at the American Museum

of Natural History in New York. An astrophysicist is a

scientist who studies stars. Orsola studies stars that are

found together in pairs. As far as we know, our Sun is a star

that stands alone. Most stars in the universe have a partner.

They are called binary stars.

These binary stars orbit each other at a very close

distance. Scientists think that one star is being absorbed by

the other. The butterfly-shaped wings are probably caused

by gases from the surface of the central star.

Of course Orsola cannot go to the stars to learn about

them. Instead, she travels to Arizona, Hawaii, and Chile to

use large telescopes. She gazes billions of miles into space to

get a good look at binary stars. She watches how the stars

affect each other. When a star gets old it becomes larger.

If there is another star nearby, it might get eaten up, or

absorbed, by the old star. No one is sure what will happen

after that. Orsola is working to find out.

Write About It

Summarize Read the article with a partner. List the most important information in a chart. Then use the chart to help you summarize the article. Remember to start with a main-idea sentence and to keep your summary brief.

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List the most important information in the article in the chart below.

Most Important Information

Drafting

Start by writing a clear statement that describes the main idea of the article.

Write three supporting details.

Read what you have written. Cross out anything that does not directly support the main idea.

Exchange papers with your partner and ask him or her to check your choice of a main idea. Have your partner also check your choice of supporting details.

Summarize Write your summary on a separate piece of paper. Use your own words. Include the main ideas and details you wrote.

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164

CHAPTER

Vocabulary

Planets, Moons, and StarsCircle the letter of the best answer.

1. We have daytime and nighttime because Earth

a. tilts.

b. orbits.

c. rotates.

d. revolves.

2. What is the name for the different shapes of the Moon?

a. revolutions

b. spheres

c. craters

d. phases

3. What is the imaginary line on which Earth spins?

a. rotation

b. revolution

c. axis

d. orbit

4. Which of the following best describes Jupiter?

a. inner planet

b. planet

c. moon

d. star

5. Which of the following describes the movement of an object around another object?

a. phase

b. tilting

c. rotating

d. revolving

6. The Sun and planets are part of a(n)

a. solar system.

b. constellation.

c. revolution.

d. orbit.

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7. Which of the following is a group of stars?

a. solar system

b. constellation

c. satellite

d. hot gases

8. Which of the following does Earth complete in one year?

a. phase

b. rotation

c. season

d. orbit

9. Which of the following takes pictures of planets?

a. space probe

b. telescope

c. lens

d. constellation

10. Which of the following gives off light?

a. star

b. moon

c. planet

d. lens

11. People on Earth need a telescope to see

a. the Sun.

b. the Moon.

c. Neptune.

d. Venus.

12. Which of the following is found on the Moon?

a. phases

b. craters

c. atmosphere

d. liquid water

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166

UNIT

Literature

The Good Ship Popsicle StickRead the Unit Literature feature in your textbook.

Write About It

Response to Literature This article is about a ship made from ice cream sticks. What words are used to describe the ship? Choose an object around you. Then use words to tell about it.


addresses the object students are writing about. The sentences that

follow the topic sentence should support the topic sentence by

providing details such as size, shape, color, smell, and feel. Students

should use a closing sentence that restates the main idea of the

paragraph. Good paragraphs will stay on topic, demonstrate vivid

word choice, and include correct grammar and mechanics.

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Unit E • Matter Reading and Writing

167


Observing MatterComplete the chart below to show some of the characteristics of matter. Some answers have been written for you.

has certain properties

volume color taste

smell

can be measured

tool used to measure metric unit

thermometer degrees Celsius

ruler length

beaker orgraduated cylinder

liters

pan balance mass

spring scale newtons

exists in different states

state definite volume? definite shape?

solid yes

liquidNo. It takes the shape of

its container.

gasNo. It takes the shape of

its container.

Matter

temperature

volume

meter

grams

weight

No. It takes the shape of its container.

yes

yes

size

massshape

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Chapter 9 • Observing Matter Reading and Writing

168

LESSON

Outline

Properties of Matter


What is matter?

1. Everything that takes up space is .

2. The amount of space that an object takes up is

its .

3. A large object has more volume than a(n) object.

4. An object’s is equal to the amount of matter it has.

5. An object that feels light, such as a beach ball, has

a(n) mass.

6. A characteristic of matter is called a(n) .

What are some properties of matter?

7. Two properties of matter are volume and .

8. The size, smell, feel, and of an object are also properties.

9. An object will sink or float because of its and mass.

10. An object with a small mass and a large volume will

usually .

matter

volume

small

mass

small

property

mass

shape

fl oat

volume

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11. An object with a large mass and a small volume will

usually .

12. A magnet pulls on objects made of .

13. Metals are good material for cooking pots because

can move through them easily.

What is matter made of?

14. Matter is made of building blocks called .

15. Most matter contains more than element.

16. The elements hydrogen and make up water.

17. Sugar contains the elements hydrogen, oxygen,

and .

Critical Thinking

18. What are some properties that describe the matter in a yellow pencil?

iron

heat

elements

one

oxygen

carbon

Possible answer: A yellow pencil is usually long, made of wood,

and painted yellow on the outside. It contains a gray material

in the center, may have a sharp point, and makes marks when

I write. It is usually light, so it has a small mass. It isn’t big, so it

has a small volume.

sink

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170

LESSON

Vocabulary

Properties of MatterMatch each word in the box to its definition. Write its letter in the space provided.

a. carbon

b. elements

c. magnet

d. mass

e. matter

f. property

g. volume

1. the amount of space an object takes up

2. something that pulls on an object made of iron

3. the third element in sugar, along with hydrogen and oxygen

4. the size, shape, feel, or smell of something

5. anything that takes up space

6. the building blocks of matter

7. a measure of the amount of matter in an object

g

c

a

f

e

b

d

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171


Properties of MatterFill in the blanks.

elements

magnetism

mass

matter

properties

small

volume

Everything around you takes up space. Anything

that takes up space is made of . The

amount of space an object takes up is its .

The volume of an object tells how big or

it is. For example, a bowling ball has more volume than

a tennis ball. Bowling balls are heavier than tennis balls

because bowling balls have more matter. A bowling ball

therefore has more than a tennis ball.

The color, shape, feel, and smell of an object are its

. Objects have many different kinds of

properties, such as and conducting

heat. All matter is made up of building blocks called

. Different combinations of elements

make up all matter.

matter

volume

small

mass

properties

magnetism

elements

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172

Readingin Science

Meet Neil deGrasse TysonRead the Reading in Science feature in your textbook.

Most elements form inside the

.

Hydrogen

to form all of the other elements.

Stars

elements into space.

Over

, these elements combine to form new

,planets, or

.

Write About It

Main Idea and Details Read the article with a partner. What is the main idea? What details add to the main idea? Fill in a main-idea chart. Then write a few sentences to explain the main idea.

Use the graphic organizer to complete the main idea and supporting details found in the article.

Main IdeaYour body contains hydrogen, carbon, and many other

. They formed in long ago.

elements stars

centers of stars

combines

scatter millions of years

stars

living things

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173



Answer the questions below about the article.

1. What does Dr. Neil deGrasse Tyson study?

2. Where does Dr. Tyson work?

3. What is your body made up of?

4. Where do most elements form?

5. What combines to form all the other elements?

6. How do these elements make their way from the stars to your body?

Drafting





▶

▶

▶

▶

how the universe works

the American Museum of Natural History in New York

hydrogen, carbon, and many other elements

inside the centers of stars

hydrogen

Stars explode and scatter elements into space. Over millions of

years, these elements combine to form new stars, planets, or

living things.

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174

LESSON

Outline

Measuring Matter


How is matter measured?

1. The sizes, or amounts, of matter in objects can be

compared by .

2. A unit of measurement that people agree to use is

called a .

3. Standard units of measure in the are meters, grams, and liters.

4. A thermometer is used to measure the of a substance or an object.

5. In the metric system, volume is measured

in .

6. Scientists use equipment such as

and to measure volume.

How do we measure mass?

7. The mass of an object can be measured on

a(n) .

8. The amount of matter in an object is referred to as

its .

9. In the metric system, mass is measured in .

measuring

standard unit

metric system

temperature

liters

beakers

graduated cylinders

pan balance

mass

grams

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10. An object with particles packed tightly together has more mass than an object in which particles

are .

How are mass and weight different?

11. The force that pulls objects to Earth is called .

12. The measure of the amount of gravity pulling an

object toward Earth is its .

13. The weights of certain objects can be measured

using a(n) .

Critical Thinking

14. Why would a brick have the same mass on the Moon as it has on Earth, but weigh less on the Moon?

far apart

gravity

weight

spring scale

The mass of the brick would not change, because the brick is

still made up of the same number of particles. The weight of

the brick, however, is affected by the pull of gravity. The pull of

gravity on Earth is more than the pull of gravity on the Moon

and therefore its weight will be greater on Earth than on

the Moon.

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176

LESSON

Vocabulary

Measuring Matter

What am I?

Choose a word from the box below that answers each question.

a. gravity

b. liter

c. meter

d. metric system

e. pan balance

f. standard unit

g. spring scale

h. weight

1. I am the unit of length in the metric system. What am I?

2. I am a unit of measure that people agree to use. What am I?

3. I am a tool used to measure mass. What am I?

4. I am different on the Moon than on Earth. What am I?

5. I am a tool used to measure weight. What am I?

6. I am a system used by scientists to make accurate measurements of matter. What am I?

7. I am a unit of liquid volume in the metric system. What am I?

8. I am the force that keeps objects from floating off into space. What am I?

c

f

e

h

g

b

d

a

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Measuring MatterFill in the blanks.

gravity

mass

metric system

tightly

weight

All matter is made of small particles. Some objects

contain particles that are far apart and some have

many particles packed together.

Therefore, an object like a bowling ball has more mass

than an object like a balloon because it has more

particles that are close together.

The of an object on Earth is the

same as it is on the Moon because the number of

particles in an object stays the same. However, an

object’s on Earth is greater than it

would be on the Moon because the pull of

is greater on Earth than it is on the

Moon. Scientists use the to measure

matter. Scientists use these measures often in their

daily work.

tightly

mass

weight

gravity

metric system

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178

LESSON

Outline

Solids, Liquids, and GasesUse your textbook to help you fill in the blanks.

What are three forms of matter?

1. Three forms of matter are solid, liquid, and .

2. These three forms are what scientists call the .

3. Solids, liquids, and gases each have certain .

4. Matter that has a(n) is a solid.

5. Objects that are made of ,

, and are solids.

6. The particles in a solid are .

What are liquids and gases?

7. Liquids and gases are matter because they take up

space and have .

8. Anything with a definite volume but not a definite

shape is a(n) .

9. Milk is a liquid because it takes the of its container.

10. Whether a cup of milk is spilled or in a glass, the milk

still has the same .

gas

states of matter

properties

size and shape

metal

plastic wood

closely packed together

mass

liquid

shape

volume

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Chapter 9 • Observing Matter Use with Lesson 3Reading and Writing Solids, Liquids, and Gases

179


11. Particles in liquids are not as as particles in solids.

12. Particles in gases have more than particles in liquids.

13. Any matter that does not have a definite shape or

volume is a(n) .

14. Gases spread out to take the shape and of their containers.

15. Particles in gases move about .

How do you use all the states of matter?

16. The handlebars and seat of a bicycle are .

17. The air in bicycle tires is a(n) . The

chain is a liquid.

Critical Thinking

18. How are the three states of matter represented each day when you eat lunch?

energy

gas

volume

freely

solids

gas

oil

Possible answer: Solids are represented by the food I eat, by

the table I sit at and the chair I sit on, and by the clothes I wear.

Liquids are represented by the water, milk, or juices that I drink.

Gas is represented by the air that surrounds me.

close together

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180

LESSON

Vocabulary

Solids, Liquids, and Gases

Match the correct letter to its description.

a. definite

b. volume

c. gas

d. liquid

e. oxygen

f. particles

g. solid

h. states of matter

1. stays the same in a liquid

2. matter that has particles packed tightly together

3. means “it has a limit to its shape and size”

4. a gas needed by living things

5. matter with particles that can be far apart or squeezed together

6. forms that scientists call gases, solids, and liquids

7. all matter is made of these

8. matter whose particles have no definite shape but take the shape of the matter’s container

b

e

c

h

f

g

a

d

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Solids, Liquids, and GasesFill in the blanks below using the words in the box.

definite

energy

freely

gas

less

liquid

slide past

solid

spread out

tightly packed

Every day, living things use substances in different

states of matter. These states of matter are ,

, and .

Gases, liquids, and solids have different characteristics.

Gases have particles that are far apart from each other.

Particles in gases have a lot of and

move . They to fill up

whatever container they are in. Liquids are made up of

particles that have energy than gases.

Particles in a liquid one another. They

take the shape of their container. Solids have a(n)

shape. Particles in a solid have the least

amount of energy and are together.

They do not move around much.

gas

liquid

energy

freely spread out

less

slide past

defi nite

tightly packed

solid

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182

Writingin Science

Write About It

Descriptive Writing Think of an object you use every day, such as your book bag. How would you describe it to someone who has never seen it before? Use the object’s properties to write a description of the object.

Getting Ideas

Select one object. Write it in the center oval of the web below. Brainstorm details that describe it. Write them in the outer ovals.


Here are two sentences that Malcolm wrote about his book bag. Write “yes” if the sentence includes details that describe the bag. Write “no” if it does not.

1. My book bag is soft and crinkly.

2. I carry my book bag to school every day.

Describe MatterRead the Writing in Science feature in your textbook.

book bag

soft made of canvas

yellow and green

padded strapscan be folded

heavy when fi lled with books

Possible web:

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183


Drafting

Write a sentence that begins your description. Identify the object that you are describing and the most important idea about it. This is your topic sentence.

Now write your description on a separate piece of paper. Begin with your topic sentence. Include details to help your readers picture the object.


Here is part of Malcolm’s description. Help him improve it by adding descriptive words.

My book bag is and yellow. These

are my favorite colors. It has a(n)

shape. It is not a simple rectangle, like most bags.

Instead, it is shaped like a turtle. It is

because it is made of cloth. When it is full, it is

very . When it is empty, it

is .


Did I include details to describe how the object looks, sounds, feels, smells, or tastes?

Did I put these details in an order that makes sense?


▶

▶

▶

Possible sentence: My book bag is one of the most useful things I

have.

green

unusual

soft

heavy

light

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CHAPTER

Vocabulary

Observing MatterCircle the letter of the best answer.

1. What is the measure of the amount of matter in an object?

a. weight

b. volume

c. mass

d. gravity

2. What type of object attracts objects made of iron?

a. gravity

b. magnet

c. gas

d. liquid

3. In a solid, particles

a. move freely.

b. slide past one another.

c. have a large amount of energy.

d. do not have much room to move.

4. A standard unit in the metric system is the

a. inch.

b. pound.

c. meter.

d. gallon.

5. The unit used to measure liquid volume in the metric system is the

a. meter.

b. liter.

c. centimeter.

d. gram.

6. The amount of space an object takes up is its

a. mass.

b. state of matter.

c. volume.

d. temperature.

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185


7. Mass is the measure of

a. the amount of matter in an object.

b. the volume of an object.

c. the amount of gravity pulling on an object.

d. the weight of an object.

8. Which of the following would be different if an object were on the Moon rather than on Earth?

a. elements

b. weight

c. mass

d. volume

9. Heat moves easily through

a. wood.

b. metal.

c. gases.

d. magnetic materials.

10. Sugar is made up of the elements hydrogen, oxygen, and

a. aluminum.

b. carbon.

c. iron.

d. water.

11. The handlebars and seat of a bicycle are examples of

a. gases.

b. liquids.

c. solids.

d. elements.

12. Liquids and gases are alike because they

a. are both solids.

b. have no definite shape.

c. have particles that are tightly packed together.

d. have less energy than solids.


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186

CHAPTER

Concept Map

Changes in Matter

Complete the concept map with the information you learned about matter and the ways in which matter changes.

Changes in Matter

Physical Changes Chemical Changes

A physical change is a change in the way matter

.

After a physical change, the matter is

.

.

Three types of physical change are:

1.

2.

3.

A chemical change is a change that creates

.

After a chemical change, the matter is

. .

Three signs that a chemical change has taken place are:

1.

2.

3.

looks

still the same type of

matter

change in shape

change in size

change in state

a new type of matter

different and has new

properties

light and heat

color change

bubbles

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Changes of StateUse your textbook to help you fill in the blanks.

What happens when matter is heated?

1. When something melts, it changes from a(n)

to a(n) .

2. Matter gains when it is heated.

3. Particles in solids are held .

4. Particles in liquids one another.

5. When something boils, it changes from a(n)

to a(n) .

6. Heat causes particles in a liquid to move

and .

7. Liquids can change into a gas without boiling,

a process known as .

8. Water in the form of a gas is called .

What happens when matter is cooled?

9. When a solid, a liquid, or a gas is cooled, it energy.

10. When a gas cools to the right temperature, it will

.

loses

condense

solid

liquid

energy

close together

fl ow around

liquid

gas

faster

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Chapter 10 • Changes in Matter Use with Lesson 1Reading and Writing Changes of State

188

A3_RWTG_C10_SC07.indd 188 3/31/09 3:06:07 PM

LESSON

Outline

11. A gas that condenses loses energy and becomes

a(n) .

12. A liquid can , or change into a

solid, when it loses .

How is water different from other kinds of matter?

13. Water can be a(n) , a(n) ,

or a(n) .

14. When water freezes, it takes up space.

Critical Thinking

15. How are the particles in matter affected by getting or giving up energy?

liquid

freeze

liquidsolid

energy

gas

more

Possible answer: If heated to the right temperature, a solid’s

particles will gain enough energy so that it becomes a liquid. If

a liquid gains enough energy, it will evaporate. Its particles will

spread out and it will then become a gas. When gas particles

lose energy, they will come close together and condense,

forming a liquid. If a liquid loses enough energy, it will freeze.

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Changes of StateWhat am I?

Choose the correct word from the box that answers each question. Write its letter in the blank provided.

1. I am the gaseous state of water. What am I?

2. I am a process in which a liquid changes into a gas

without boiling. What am I?

3. Solids, liquids, and gases have to gain or lose me in

order to change phase. What am I?

4. I happen when liquids heat up and bubbles form.

What am I?

5. I happen when solid matter gains energy and turns

into a liquid. What am I?

6. I happen when particles of water vapor lose energy

and come closer together. What am I?

7. I am the process that locks particles into position to

form a solid. What am I?

g

d

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a. boiling

b. condensation

c. energy

d. evaporation

e. freezing

f. melting

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190

A3_RWTG_C10_SC07.indd 190 3/31/09 3:10:11 PM

LESSON

Cloze Activity

Changes of StateUse the words in the box to fill in the blanks below.

condenses

energy

expands

freezes

gas

heat

liquids

loses

solid

water vapor

Most solids melt when heated to the right

temperature. Once they melt, they become .

They melt because they gain in the

form of . With enough heat, particles

in liquids will move faster and spread apart. When a liquid

boils, it evaporates and changes to a(n) .

Water exists in three states: solid, liquid, and gas.

Water that has changed to a gas is called .

When water vapor cools, it energy. It

and becomes liquid water again. When

liquid water loses enough energy, it .

Particles that are frozen are locked in position and form

a(n) . When water freezes, it

. Empty spaces form between the

particles and cause the water to take up more space.

liquids

energy

heat

gas

water vapor

freezes

condenses

loses

solid

expands

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191


Physical ChangesUse your textbook to help you fill in the blanks.

What are physical changes?

1. A change in the appearance of matter is a(n) .

2. Matter may after a physical

change. However, it is still the of matter.

3. Examples of physical changes are tearing, stretching,

, and .

4. Three kinds of physical changes are changes in

, changes in ,

and changes in .

What happens when you mix matter?

5. When different kinds of matter are put together, a(n)

forms.

6. In a mixture, the of each part of the mixture do not change.

7. When matter is mixed evenly with another kind of

matter, a(n) forms.

8. A solution is one kind of .

9. An example of a solution is .

physical change

look different

same kind

cutting bending

size shape

state

mixture

properties

solution

mixture

salt water

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Chapter 10 • Changes in Matter Use with Lesson 2Reading and Writing Physical Changes

192

LESSON

Outline

10. Even if you stir them for a long time, sand and water

will never form a(n) .

11. Not all solutions contain .

12. Air is a solution of different .

13. Several different solids make up .

How can mixtures be separated?

14. Mixtures can be separated using such as size, shape, and color.

15. In a salt-water mixture, salt is separated when

water .

Critical Thinking

16. Describe two ways in which matter can be changed physically. Use paper and water as examples.

mixture

liquids

gases

brass

properties

evaporates

Matter can change physically, but it will always have the same

composition. For example, when a sheet of paper is torn or bent,

it may have a different shape or size, but it is still paper. When

liquid water freezes or an ice cube melts, the state of the water

is changed, but it is still water.

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193


Physical ChangesMatch the correct word with its description. Write in the correct letter in the blank provided.

a. evaporation

b. mixture

c. physical change

d. properties

e. shape

f. size

g. solution

h. state

1. square, round, or irregular

2. large or small

3. a change in the way matter looks

4. solid, liquid, or gas

5. one or more kinds of matter mixed evenly in another kind of matter

6. the volume, mass, look, smell, feel, and sound of something

7. what happens when a gas forms slowly from a liquid

8. different kinds of matter mixed together

e

f

c

h

g

d

a

b

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194

LESSON

Cloze Activity

Physical ChangesUse the words in the box to fill in the blanks below.

gases

matter

mixture

properties

shape

size

solids

solution

Matter can undergo physical changes. Afterwards, it

may look different, but it is still the same .

Tearing a sheet of paper changes its ,

but it is still paper. Any change in the ,

shape, or state of matter is a physical change.

When different kinds of matter are mixed together,

a(n) results. Each kind of matter in a

mixture keeps its . A mixture in

which matter mixes evenly with another kind of matter is

called a(n) . Some solutions, like air,

are mixtures of . Other solutions, such

as brass, are mixtures of . Even two

foods, such as spaghetti and meatballs, can be called

a mixture!

matter

shape

size

mixture

properties

solution

gases

solids

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195


Mining OresRead the Reading in Science feature in your textbook.

Use the graphic organizer below to identify what you already know and what you can infer from the passage about obtaining useful metals.

Clues What I Know What I Infer

I use

every day.

are made of metals.

I can recognize metals because they are

.

Metals come from

.

Metals are found in

.

I infer that there are many ways to separate metals from

.

Write About It

Infer Read the article with a partner. Use what you know and what you read in the article to answer this question. Why do you think it is important for people to recycle metals? Write a paragraph to share your ideas.

metalsSpoons and bikes

used in familiar objects

Earth ores

ores©

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Readingin Science


Answer the questions to help you write your essay.

1. What does recycling mean?

2. What do you think happens to mountains or the ground where ores are mined?

3. According to the information in the article, what things might be saved if metals are recycled?

Drafting

Write two or three reasons for recycling metals. Have your partner read your work. Does your partner agree or disagree with your reasons? Why?

1.

2.

Recycling means taking a product that would otherwise be

thrown away and breaking it down into parts that can be used

to make new products.

They are fl attened because all of the soil has been removed.

Mountains, river valleys, and volcanoes will be preserved.

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197


Chemical Changes


What are chemical changes?

1. Rust and ash are results of .

2. A chemical change takes place when a material forms

a(n) of matter.

3. The of a new material will be

different from the original material.

4. Chemical changes break down in our bodies.

5. Our bodies get when food is broken down.

6. Plants and stay alive because of chemical changes.

7. Energy from the Sun is used by .

8. Plants change carbon dioxide and water into food

and .

9. Rust on a car shows that chemical changes have

happened to parts made of .

chemical changes

new kind

properties

animals

green plants

oxygen

iron

food

energy

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LESSON

Outline

What are the signs of a chemical change?

10. There are often that a chemical change has taken place.

11. Signs of chemical change are ,

, or change.

12. When a log burns, are released and

form.

13. Some chemical changes also make .

14. When baking soda and vinegar are mixed, bubbles of

gas form.

Critical Thinking

15. Give an example of a chemical change you have seen that is helpful, and one that is damaging.

signs

light

heat color

heat and light

new kinds of matter

bubbles

carbon dioxide

Possible answer: A campfi re is an example of a positive

chemical change. Cucumbers that have become rotten after

being left in the refrigerator for too long is an example of a

damaging chemical change.

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Chemical ChangesMatch the correct word with its description. Then write its letter in the blanks below.

a. baking

b. bubbles

c. carbon dioxide

d. chemical change

e. green plants

f. light and heat

g. properties

h. rust

1. These are two signs that a chemical change has taken place.

2. Plants change this material into food and oxygen.

3. This process goes on inside you every day and creates a new type of matter.

4. These are the characteristics of a certain type of matter.

5. During this activity, cake batter is changed chemically.

6. When iron is chemically changed, this is made.

7. These use the Sun’s energy to make chemical changes.

8. These show that carbon dioxide gas forms when baking soda is added to vinegar.

e

g

d

h

f

a

b

c

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200

LESSON

Cloze Activity

Chemical ChangesUse the words in the box to fill in the blanks below.

breaks down

bubbles

color

heat

light

new type

properties

signs

Every day, chemical changes take place in and

around you. For example, food that your body

undergoes a chemical change. When

something changes chemically, it becomes a

of material and has different from the

original material.

The process of a chemical change can be detected

by certain , or evidence. For

instance, and are

given off as logs burn. Another sign of a chemical

change is a change in , such as when

an apple turns brown. Chemical changes may also give

off when some materials are mixed

together. The rust on a bicycle and cooked food are

also examples of a chemical change.

breaks down

new type

properties

signs

light heat

color

bubbles

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201


1. Peas and carrots together in a bowl are an example of a(n)

a. chemical change.

b. solution.

c. mixture.

d. property.

2. Water vapor collects on the outside of a cold glass. This is an example of

a. boiling.

b. condensation.

c. freezing.

d. melting.

3. When a liquid evaporates, it

a. becomes a solid.

b. changes color.

c. boils.

d. changes state.

4. When a string is cut into two pieces, a(n) has occurred.

a. chemical change

b. change in state

c. physical change

d. change in the string’s properties

5. What can happen when two materials are combined to make a new type of matter?

a. The shapes of the materials change.

b. The sizes of the materials change.

c. Heat and light are released.

d. The materials can be separated easily.

Changes in MatterCircle the letter of the best answer.

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CHAPTER

Vocabulary

6. What new types of matter do green plants produce with the help of the Sun’s energy?

a. carbon dioxide and water vapor

b. rust and iron

c. food and oxygen

d. bubbles and a color change

7. What forms when one or more types of matter are mixed evenly with another type of matter?

a. bubbles

b. a solution

c. heat and light

d. a color change

8. What happens when solid water begins to gain energy?

a. it freezes

b. it boils

c. it evaporates

d. it melts

9. A person put a plastic bottle of water in the freezer. Later, the person observed that the bottle had cracked. What property of water made this happen?

a. The water gained energy as it froze.

b. The water expanded, or took up more space, as it froze.

c. The water condensed on the outside of the bottle as it froze.

d. The water gave off bubbles of carbon dioxide as it froze.

10. One sign of a chemical change in a banana is a change in

a. state.

b. shape.

c. size.

d. color.


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203


Jump Ropeby Rebecca Kai Dotlich

Read the Unit Literature feature in your textbook.

Write About It

Response to Literature This poet uses rhythm and rhyme to describe how a jump rope moves. How else do things move on the playground? Write a poem about another movement game.

Students’ poems should demonstrate vivid word choice and include

correct grammar and mechanics. Their poems should include their

own observations of how things move in another movement game.

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Unit F • Forces and Energy Reading and Writing

204

CHAPTER

Concept Map

Forces and MotionComplete the concept map with the information that you learned about forces and motion.

A(n) can help people do work. Some machines let people use less

to do a job.

An object’s

is the place where the object is.

Forces can change an object’s

by changing its

or direction.

A(n) is a push or a(n)

.

When an object’s position is changing, the object is in

.

The of an object describes how fast the object is moving.

Object

Motion Forces

machine

force

motion

speed

pull

force

motion

position

speed

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Chapter 11 • Forces and Motion Reading and Writing

205


Position and MotionUse your textbook to help you fill in the blanks.

How can you describe position?

1. The location of an object is its .

2. The words , under, ,

right, , and next to help describe the position of an object.

3. Position words tell where an object is by it to the locations of other objects.

4. Measuring is a way to find the between objects.

5. Distance can be measured with a(n) .

6. Distance can be used to help describe the of an object.

What is motion?

7. When an object’s is changing, it is in motion.

8. An object that is in motion can move

or .

9. A(n) object moves back and forth.

10. Short, sharp turns from one side to another form

a(n) path.

position

over left

on top of

comparing

distance

ruler

position

position

quickly

slowly

swinging

zigzag

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Chapter 11 • Forces and Motion Use with Lesson 1Reading and Writing Position and Motion

206

LESSON

Outline

What is speed?

11. How fast an object is moving is described by

its .

12. The speed of a moving object can be .

13. To measure an object’s , you must know how far the object traveled and how long it took to go that distance.

14. If you ride a bicycle 15 kilometers in one hour, you are

moving at a speed of kilometers per hour.

Critical Thinking

15. Choose a group of objects in your classroom or in one room of your house and use position words to describe their relationship to each other. Use at least three objects and three different position words.

speed

measured

15

Possible answer: In my classroom, the clock is hanging over the

blackboard. To the left of the blackboard is a bulletin board.

There is a waste basket beneath the bulletin board.

speed

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Position and MotionMatching

Match the words in the box to their descriptions below. Write the correct letter in the space provided.

a. distance

b. motion

c. position

d. position word

e. ruler

f. speed

g. straight line

h. zigzag

1. the location of an object

2. a path with short, sharp turns from side to side

3. a description of how fast an object moves

4. an item used to measure distance

5. a term such as right, next to, or under

6. the amount of space between two places or objects

7. a change in position

8. a path with no turns

c

h

f

e

d

a

b

g

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LESSON

Cloze Activity

Position and MotionUse the words in the box to fill in the blanks below.

comparing

distance

motion

slowly

straight line

under

zigzag

If you describe the position of an object, you are

describing where it is. An object’s position can be

described by it with the things near

it. Words such as over, , and on top

of are useful for describing position. You might also

describe an object’s based on the

things around it.

An object that is changing position is in .

Objects, such as a bicycle, can move quickly or

. A bicycle can move in a(n)

, in a circular pattern, or in a(n)

pattern. The speed of an object tells

how fast the object is moving.

comparing

under

distance

motion

slowly

straight line

zigzag

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Travel Through TimeRead the following passage. Underline the sentences that describe new inventions. Circle the sentences that describe the achievements of those inventions.

1804 In England Richard Trevithick built the first steam

engine for a train. The steam engine helped people travel

great distances. It also helped them get to their destinations

more quickly.

1884 In Germany Karl Freidrich Benz built the first car

to run on gasoline. It worked similarly to the cars you see

on the road today. However, his car only had three wheels!

1903 Wilbur and Orville Wright constructed the first

motorized airplane that flew and landed safely. Their

airplane’s engine ran on gasoline. It flew for 12 seconds

over 36 meters (120 feet).

1961 Russian astronaut Yuri Gagarin was the first

person in space. His spaceship had special engines. They

produced a force that was stronger than the pull of Earth’s

gravity. These engines helped the spaceship leave Earth’s

surface and orbit the planet.

Problem and Solution

Fill in the problem-and-solution graphic organizers. Use the sentences you underlined and circled as clues.

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Readingin Science

Problem Problem

Before the 1800s it took people a long time to travel great distances.

Before 1961, people could not travel in space.

Steps to Solution Steps to Solution

In 1804, built

the first for

a(n) .

Russian scientists built a(n)

with special engines that were stronger than

the .

Solution Solution

The helped

people travel distances and reach their

destinations .

Russian astronaut

was the first person

in .

Write About It

Problem and Solution How have machines helped people learn about distant places? Read the article again. On a separate piece of paper, write about ways machines have helped people solve problems.

spaceship

force of gravity

Richard Trevithick

steam engine

train

steam engine

long

quickly

Yuri Gagarin

space

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ForcesUse your textbook to help you fill in the blanks.

What are forces?

1. To make an object start moving, a(n) must be applied to it.

2. A force that makes something move can be a(n)

or a(n) .

3. More force is needed to move objects than to move light objects.

4. Forces can make objects start moving, ,

, or stop moving.

5. Forces can change the of a moving object.

6. When the forces of an object cancel out, like a rope being pulled equally from each side, the forces

are .

What are types of forces?

7. Forces that happen between objects that touch

are .

8. Forces such as and can act on an object without touching it.

force

push pull

heavy

speed up

slow down

direction

balanced

contact forces

magnetism gravity

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Chapter 11 • Forces and Motion Use with Lesson 2Reading and Writing Forces

212

LESSON

Outline

9. Magnets can or one another without touching.

10. Magnets attract or repel through ,

, or .

11. The pulling force between two objects is

called .

12. A measure of the pull of gravity on an object is

its .

What is friction?

13. The force that occurs when one object rubs against

another object is called .

14. There is very little friction between , slippery surfaces, and a lot of friction between

surfaces.

Critical Thinking

15. In a baseball game, the first batter hit the ball far into the outfield. The second batter did not hit the ball as far and the ball only made it onto the infield. How do you know that the first batter used more force on the ball?

attract repel

solids

liquids gases

gravity

weight

friction

smooth

Possible answer: The fi rst batter used more force because the

ball went much farther. It takes more force to hit a ball into the

outfi eld than it does to bunt a ball into the infi eld.

rough

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ForcesMatch each word in the box with its definition below. Write the correct letter in the space provided.

1. forces on an object that cancel each other out because they have equal and opposite effects

2. a push or a pull

3. to push away

4. a force that occurs when objects rub against each other

5. a measure of the amount of gravity between two objects

6. an object with magnetic force

7. when forces on an object do not cancel each other out

8. a pulling force between two objects, such as between you and Earth

a. balanced

b. force

c. friction

d. gravity

e. magnet

f. repel

g. unbalanced

h. weight

a

b

f

c

h

e

g

d

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LESSON

Cloze Activity

ForcesUse the words in the box to fill in the blanks below.

contact forces

direction

force

friction

gravity

push

rough

slippery

touching

What makes a soccer ball move? To make any

object move, a(n) has to be applied

to it. The force may be a(n) or a

pull. In soccer, the goalie’s job is to use force to stop

or change the of the ball. The goalie

uses to do this.

The force that works against motion when one

object rubs another object is .

Surfaces that are have more friction

than surfaces that are . Magnets

attract or repel each other without .

The force of also can pull objects

from a distance. For example, gravity is the force that

pulls you toward Earth.

force

push

direction

contact forces

friction

rough

slippery

touching

gravity

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Work and EnergyUse your textbook to help you fill in the blanks.

What is work?

1. In science, is done when a force changes the motion of an object.

2. Picking up a book is work because a force is used

and the book .

3. Dropping a book is work because changes the motion of the book.

4. Work is not done on an object when you push it and

it does not .

5. Picking up a boulder is work than picking up a pebble.

What is energy?

6. People need to do work.

7. The ability to do is a way to

describe .

8. Energy makes it possible for changes in to take place.

9. The two main forms of energy are

and .

work

moves

gravity

move

more

energy

work

energy

motion

potential energy

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216

LESSON

Outline

10. A flying plane has kinetic energy because it is .

11. Energy that is stored is .

12. A ball at the top of a hill has because of its position.

13. As the ball rolls down the hill, its potential energy

changes into .

14. When wood or food is burned, its changes into kinetic energy.

How can energy change?

15. Energy can change from one to another.

16. You energy from your body to a bowling ball when you roll the ball down an alley.

Critical Thinking

17. Use the terms potential energy and kinetic energy to describe what happens when a car uses gasoline.

moving

potential energy

potential energy

kinetic energy

potential energy

form

transfer

Possible answer: Gasoline has potential energy stored in it.

As the car moves, its gasoline burns and its stored energy is

changed into kinetic energy.

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217


Work and EnergyMatching

Match each word in the box with its definition below. Write the letter of the word in the space provided.

a. energy

b. friction

c. gravity

d. heat

e. kinetic energy

f. potential energy

g. work

1. you feel this when you rub your hands together

2. energy that is ready to be used

3. a force that works to slow your hands when you rub them together

4. energy in running water

5. the ability to do work

6. when a force changes an object’s motion

7. a force that causes an object on Earth to fall

d

f

b

e

a

g

c

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LESSON

Cloze Activity

Work and EnergyUse the words in the box to fill in the blanks below.

drop

energy

gravity

kinetic energy

motion

moved

stored energy

work

In science, work is done only when a force changes

the motion of an object. If you pick up a pencil from

the floor, you have done . That is

because a force the pencil. If you

the pencil, more work has been

done. By dropping the pencil, you allowed the force

of to change the pencil’s motion.

In order to do work, you need .

Energy is the ability to do work. Energy is what makes

it possible to change the of objects.

The two main forms of energy are potential energy and

. Potential energy is

that is ready to be used. Anything that moves, such as

running water or a rolling ball, has kinetic energy.

work

moved

drop

gravity

energy

motion

kinetic energy stored energy

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Using Simple MachinesUse your textbook to help you fill in the blanks.

What are machines?

1. An object that makes work easier is a(n) .

2. Machines with few or no moving parts are called

machines.

3. Six types of simple machines are the lever, the

, the wheel and axle, the ,

the wedge, and the .

What are levers?

4. A straight bar that moves on a fixed point, such as a

seesaw, is a(n) .

5. An object that is lifted by a machine is the .

6. A(n) uses a rope and wheel to lift a load.

7. A wheel that moves around a post is a lever called

the .

What are inclined planes?

8. A simple machine with a flat, surface is an inclined plane.

machine

simple

pulley inclined plane

screw

lever

load

pulley

wheel and axle

slanted

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220

LESSON

Outline

9. Inclined planes the force needed to move an object, but the object has to be pushed a(n)

distance.

10. A(n) is a simple machine that uses force to split an object apart.

11. A(n) is an inclined plane that is wrapped into a spiral.

How do machines work together?

12. Two or more simple machines working together

make a(n) .

13. A can opener is a compound machine made up of

a(n) , a(n) , and a wheel and axle.

Critical Thinking

14. What simple machine could you use to lift a heavy rock out of the ground? How would you use the machine?

reduce

longer

wedge

screw

compound machine

wedge lever

Possible answer: I could use a crowbar as a lever. I could put

one end of the crowbar under the rock, place another rock

beneath the bar as a fulcrum, and then push down on the

opposite end of the bar to lift the rock.

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221


Using Simple MachinesWhat am I?

Choose a word from the box that answers each question below. Write its letter in the space provided.

1. I am a kind of lever that uses a rope and wheel to lift an object. What am I?

2. I am a fixed point on a lever. What am I?

3. I am a simple machine with a flat, slanted surface. What am I?

4. I am made up of two or more simple machines. What am I?

5. I am a straight bar that moves on a fixed point. What am I?

6. I am the object lifted by a lever. What am I?

7. I am an inclined plane wrapped into a spiral. What am I?

8. I am a lever, pulley, wheel and axle, inclined plane, wedge, or screw. What am I?

f

b

c

a

d

e

g

h

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a. compound machine

b. fulcrum

c. inclined plane

d. lever

e. load

f. pulley

g. screw

h. simple machine


222

LESSON

Cloze Activity

Using Simple MachinesUse the words in the box to fill in the blanks below.

compound machines

force

fulcrum

inclined plane

lever

moving

pulley

six

wheel and axle

Every day, you use machines that make work easier

to do. A machine helps you use less

to do a job. A machine can also change the direction of

the force you use. Most tools are

made up of two or more simple machines.

There are types of simple

machines. Simple machines have few or no

parts. A seesaw is an example of a(n) .

It is a straight bar that moves on a fixed point, called

a(n) , to lift a load. A(n)

uses a rope and wheel to lift a load. A doorknob is an

example of a(n) . When you slide a

box up a ramp, you are using a(n) .

A knife is a wedge that splits food apart.

force

compound machines

six

moving

lever

fulcrum pulley

wheel and axle

inclined plane

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First

Next

Last


Getting Ideas

Think about how to use the machine you chose and how it works. Then write the steps in the chart below.

Write About It

Explanatory Writing Choose another compound machine. Find out how it works. Then write a paragraph that explains how to use it.

A Very Useful MachineRead the Writing in Science feature in your textbook.

Name of Machine:


Eric wrote about how a zipper works. Here are two sentences that he wrote. Write “yes” if the sentence tells how the machine works. Write “no” if it does not.

1. Its slide is made up of wedges that are inclined.

2. The wedge pushes the edge of the hooks to open them.

Pull the slide up the zipper.

The wedges in the slide force the teeth together.

The hooks in the teeth hold the two sides together.

zipper

yes

no

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Writingin Science

Drafting

Write a topic sentence. State what compound machine you are writing about. Write an important idea about it.

Now write your explanation. Use a separate piece of paper. Start with your topic sentence. Then describe how the machine works. Write the steps in order. Use time order words to make the steps easy to follow.


Here are some sentences that Eric wrote. They explain how a zipper works. Combine each pair of sentences using the time order word in parentheses. Write the new sentence on the line provided.

1. The teeth connect. You pull the slide up the zipper. (as)

2. The wedge forces the teeth apart. You pull the slide down. (when)


Did I explain how the machine works?

Did I write the steps in order?


▶

▶

▶

Possible sentence: The zipper uses wedges and hooks to fasten things.

The teeth connect as you pull the slide up the zipper.

The wedge forces the teeth apart when you pull the slide down.

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1. The fixed point at which a lever moves is the

a. load.

b. fulcrum.

c. axle.

d. pulley.

2. A bus traveled 35 kilometers in one hour. What was the speed of the bus?

a. 70 kilometers per hour

b. 10 kilometers per hour

c. 25 kilometers per hour

d. 35 kilometers per hour

3. Potential energy is changed into kinetic energy when

a. a bicycle slows down.

b. a book rests on a table.

c. a sled moves down a hill.

d. paper blows in the wind.

4. When one team in a tug of war pulls harder on the rope than the other team does, the forces are

a. active.

b. balanced.

c. magnetic.

d. unbalanced.

5. The position of an object is its

a. age.

b. color.

c. location.

d. size.

6. The force that occurs when one object rubs against another object is

a. friction.

b. gravity.

c. magnetism.

d. weight.

Forces and MotionCircle the letter of the best answer.

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CHAPTER

Vocabulary

7. The ramp on the back of a truck is a simple machine called a(n)

a. screw.

b. pulley.

c. inclined plane.

d. wheel and axle.

8. When you rub your hands together, some energy of motion is changed to

a. energy of position.

b. heat.

c. stored energy.

d. water.

9. If you want to measure the distance between two books on your desk, you would use a(n)

a. barometer.

b. ruler.

c. clock.

d. thermometer.

10. An example of a change in motion caused by a contact force is

a. gravity pulling you toward Earth.

b. two magnets pushing each other apart.

c. hitting a baseball with a bat.

d. a book falling from your desk.

11. A simple machine that causes sideways forces and splits an object apart is a(n)

a. inclined plane.

b. wedge.

c. lever.

d. wheel and axle.

12. Work is done when a force changes an object’s

a. mass.

b. color.

c. motion.

d. weight.


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Forms of EnergyComplete the concept map with information you have learned. Some of the answers have been written for you.

Heat

1. Heat is the flow of from a(n)

object to a cooler object.

2. The is Earth’s main source of heat energy.

Forms of Energy

Sound

1. Sound begins when something

, or moves back and forth quickly.

2. Volume is how

a sound is.

Light

1. Light is energy that allows

you to .

2. The light that we see

is from objects to our

.

Electricity

1. Electricity is made up of particles that are neither

nor

.

2. A(n) is a complete path through which electricity can flow.

see

refl ected

eyes

positive

negative

circuit

vibrates

loud

thermal energy

warmer

Sun

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A3_RWTG_C12_SC07.indd 228 4/1/09 2:11:39 PM

LESSON

Outline

Heat


What is heat?

1. Heat always flows from a(n) object

to a(n) one.

2. Earth’s main source of heat is the .

3. Heat can move through ,

, , and space.

How does heat affect matter?

4. Particles in a(n) object have little

thermal energy and move .

5. Particles in a(n) object have a lot of thermal energy and move quickly.

6. A measure of thermal energy, or how hot or cold

something is, is called .

7. When an object thermal energy, it

expands and becomes .

8. When an object loses thermal energy, it

and becomes .

temperature

cold

slowly

hot

warmer

colder

Sun

solids

liquids gases

gains

larger

contracts

smaller

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229



9. The instrument used to measure temperature is a

liquid-filled tube called a(n) .

10. The liquid in a thermometer and rises when the material around it gets warmer, and the liquid contracts and falls when the

temperature .

How can you control the flow of heat?

11. Any material through which heat moves easily, such

as a metal pot, is a(n) .

12. Any material through which heat does not move

easily is a(n) .

Critical Thinking

13. How do you know that Earth is cooler than the Sun?

conductor

insulator

Possible answer: Thermal energy or heat always moves from a

warmer object to a cooler object. Heat moves from the Sun to

Earth, so Earth must be cooler than the Sun.

thermometer

expands

decreases

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230

LESSON

Vocabulary

HeatMatch the words in the box to their definitions below.

a. conductor

b. contract

c. expand

d. insulator

e. Sun

f. thermal energy

g. thermometer

1. energy that makes particles in materials move

2. to get bigger

3. to get smaller

4. Earth’s main source of heat

5. a material through which heat does not move easily

6. a tool used to measure temperature

7. a material through which heat moves easily

f

c

b

e

d

g

a

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HeatUse the words in the box to fill in the blanks below.

conductor

loses

quickly

smaller

thermal energy

thermometer

Temperature is a measure of how hot or cold

something is. It can be measured with a(n) .

Temperature tells how much an

object has. A high temperature means that the particles

in an object have a lot of thermal energy and are

moving . A low temperature means

that the particles in an object are moving slowly.

When particles in an object move faster, the object

expands. When an object energy, it

gets , or contracts. Any material

through which heat moves easily is a(n) .

Heat always travels from a hotter object to a

colder object.

thermal energy

quickly

loses

smaller

thermometer

conductor

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LESSON

Outline

SoundUse your textbook to help you fill in the blanks.

What is sound?

1. Sound is produced when an object moves back and

forth quickly, or .

2. Sound happens only when something .

3. When a sound is made, vibrations move through the

air in in all directions.

4. Sound travels through all types of matter, but at

different .

5. Sound travels slowest through a(n) .

Sound travels more quickly through

and most quickly through .

How are sounds different?

6. A is how high or low a sound is.

7. The speed of a(n) tells whether a sound will be a high pitch or a low pitch.

8. The of a musical instrument’s

strings affects pitch. An object’s also affects the speed at which it vibrates.

9. The loudness of a sound is its .

vibrates

moves

waves

speeds

gas

liquids

solids

pitch

vibration

length

thickness

volume

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Chapter 12 • Forms of Energy Use with Lesson 2Reading and Writing Sound

233


10. An object that vibrates with a lot of is loud.

How do you hear sounds?

11. Vibrations in the air are collected by your .

The vibrations make your move back and forth.

12. Your vibrating eardrum makes three in your ear begin to vibrate.

13. The bones pass the vibrations to the ,

where send a message to your brain.

14. Loud sounds cause because they

carry so much .

Critical Thinking

15. What would happen if the bones in your ears could not vibrate?

energy

outer ear

eardrum

tiny bones

inner ear

nerves

hearing loss

energy

If the bones in my ears could not vibrate, they wouldn’t pass the

vibrations to the nerves in my inner ear. If the nerves in my ear

could not pass information to my brain, I would not be able to

hear sounds.

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LESSON

Vocabulary

SoundWhat am I?

Choose a word from the box below that answers each question. Write its letter in the space provided.

a. eardrum

b. inner ear

c. outer ear

d. pitch

e. three bones

f. vibration

g. volume

h. wave

1. I am how high or low a sound is. What am I?

2. I pass vibrations to nerves in the inner ear. What am I?

3. I am how loud a sound is. What am I?

4. I collect sounds. What am I?

5. I am the way that sound travels out in all directions. What am I?

6. I make three tiny bones vibrate. What am I?

7. I am a quick back-and-forth motion. What am I?

8. I am the place where vibrations make nerves send messages to the brain. What am I?

d

e

g

c

h

a

f

b

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SoundUse the words in the box to fill in the blanks below.

eardrum

high-energy

inner ear

nerves

outer ear

pitch

speed

waves

Sound is produced when an object vibrates, or

moves back and forth quickly. Sound

move out in all directions and reach your ear. Your

collects these vibrations. They

make your vibrate and move three

tiny bones inside your ear. These movements cause

in the to send

messages to your brain, and you hear sound.

A sound’s may be high or low.

Pitch depends on the of the

vibration. A vibration will cause

a louder sound than a low-energy vibration. Sound

travels at many speeds and through a variety of

materials.

outer ear

eardrum

nerves inner ear

pitch

speed

high-energy

waves

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LESSON

Outline

LightUse your textbook to help you fill in the blanks.

What is light?

1. The form of energy that allows you to see objects

is .

2. Some sources of light are , fire,

and .

3. Light travels in a(n) .

4. Light strikes an object and bounces, or , off of it. You see an object when light reflects from

it and hits your .

What happens when light hits different objects?

5. Materials that block the passage of light are .

6. The dark space formed by an object that blocks light

is a(n) .

7. Materials through which light passes are .

8. Materials are when they block some of the light but allow the rest of it to pass through.

light

the Sun

light bulbs

straight path

refl ects

eyes

opaque

shadow

transparent

translucent

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Chapter 12 • Forms of Energy Use with Lesson 3Reading and Writing Light

237


Why can you see colors?

9. Light from the Sun is a(n) of different colors.

10. A piece of glass called a(n) separates white light into the colors that make it up.

11. An object looks black when light is

absorbed. It looks white when all light is .

How do you see?

12. You can see because light passes through your

into an opening called the .

13. Light is then refracted by the onto the back of your eyeball.

14. Then the carries information to the brain and you see a picture of an object.

Critical Thinking

15. What facts about light allow you to see that a ball is blue with white stripes?

prism

all

refl ected

cornea pupil

lens

optic nerve

Parts of the ball are absorbing all colors but blue, so you see

refl ected blue stripes. Some areas absorb no energy. These

parts refl ect all the energy, so you see them as white.

mixture

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LESSON

Vocabulary

LightMatch the correct word with its definition. Write its letter in the space provided.

a. absorbed

b. light

c. opaque

d. prism

e. reflected

f. refract

g. shadow

h. translucent

1. to pass light from one material to another

2. the form of energy that allows you to see objects

3. the types of materials that block light from passing through them

4. the types of materials that block some light and allow some light through them

5. when some or all light is taken in

6. a piece of glass that refracts light

7. when light bounces off an object

8. a dark space formed by opaque materials that block light from passing through them

f

b

c

h

a

d

e

g

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LightUse the words in the box below to fill in the blanks.

energy

eyes

light

opaque

reflected

refracted

translucent

transparent

There are many different types of energy. The

form of that lets you see objects is

. Light hits an object and is

from the object to your eyes. Light can be bent, or

, as it goes from one material to

another.

Light does not pass through every material.

Materials that block light are .

Materials that allow light to pass through them are

. Those that let only some light

energy through them are . You

see objects as light is reflected from them to your

. The brain uses this information to

create a picture.

energy

light refl ected

refracted

opaque

transparent

translucent

eyes

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Readingin Science

A Beam of LightRead the paragraph below.

Surgeons are doctors who perform operations to fix

injuries or treat diseases. They can use scalpels—special

tools with sharp blades—to cut through skin, muscles, and

organs of the human body. Today, surgeons have another

tool they can use to do operations. This tool is a beam

of light!

This beam of light is called a laser. Lasers are very

powerful. They can cut through the human body without

causing much bleeding.

Lasers were first used to remove birthmarks on

children’s skin. Today, surgeons also use lasers to treat

injuries to the brain, the heart, and many other parts of the

body. Lasers are also used to improve people’s eyesight.

Write About It

Summarize Read the article again. List the most important information in a chart. Then use the chart to summarize the article.

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List the most important information from the article in the chart below.

Most Important Information

Drafting





Summarize Write your summary on a separate piece of paper. Use your own words. Include the main ideas and details you wrote.

▶

▶

▶

▶

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242

LESSON

Outline

ElectricityUse your textbook to help you fill in the blanks.

What is electrical charge?

1. Volume, mass, and are properties of matter.

2. The two types of electrical charge are

charge and charge.

3. Objects with opposite charges each other.

4. Objects with the same charge each other.

5. Electricity is made up of .

6. Charge is on most objects, meaning that they have equal numbers of positive and negative particles.

7. The buildup of electrical charge on an object

is .

What is electric current?

8. The flow of an electric charge from one place to

another is called .

electrical charge

positive

negative

attract

repel

charged particles

balanced

static electricity

electric current

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243


9. The energy from electric currents is used to produce

, light, and .

10. The path on which current flows is a(n) .

11. The flow of current can be controlled by a(n) .

12. When a switch is turned off, a is open and current does not flow.

13. When a switch is on, the circuit is

and current .

What are conductors and insulators?

14. Current flows easily through , which are made of metals such as copper.

15. Current does not flow easily through , which are made of materials such as plastic.

Critical Thinking

16. Why do electricians wrap copper wires with black plastic tape?

heat

circuit

switch

circuit

closed

fl ows

conductors

insulators

Electricians wrap copper wires with black plastic tape to

insulate the wires so that they cannot pass electricity to things

that touch them.

motion

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LESSON

Vocabulary

ElectricityWhat am I?

Choose a word from the box below that answers each question. Then write its letter in the space provided.

a. battery

b. circuit

c. closed circuit

d. conductor

e. electrical charge

f. electric current

g. insulator

h. negative charge

1. I allow current to flow easily. What am I?

2. I am the path for electric current. What am I?

3. I can be positive or negative. What am I?

4. I keep charges from flowing easily. What am I?

5. I am a power source that provides an electric charge. What am I?

6. I am a flow of electric charge. What am I?

7. I repel negative charges. What am I?

8. My switch is off. What am I?

d

b

e

g

a

f

h

c

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ElectricityUse the words in the box to fill in the blanks below.

balanced

circuit

closed

conductors

electric current

open

positive

switch

People depend on electricity for many things.

Electricity is made of particles of matter that have

or negative electrical charges. Most

objects have an equal number of positive and negative

charges, or a(n) charge.

Charge that is flowing is a(n) .

An electric current needs a path, or ,

through which to flow. Current flows easily through

, such as copper, and poorly through

insulators, such as glass and plastic. A circuit may have

a(n) that opens or closes the circuit.

Current will flow when the switch is ,

but not when the switch is .

Electrical circuits are an important part of many

objects that you use every day.

positive

balanced

electric current

circuit

conductors

switch

closed

open

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Writingin Science

Getting Ideas

Use the chart below to help you get started. Write your opinion in the top box. Write convincing reasons, facts, and examples in the bottom boxes.


Here are three sentences that Daria wrote. Does the sentence support the opinion that we need to find other sources of energy? If so, write “yes.” If not, write “no.”

1. We hurt the land when we mine for coal.

Other Energy Sources

Write About It

Persuasive Writing Write a persuasive letter to a community leader. Tell why you think it is important to find other sources of energy. Be sure to follow the form of a formal letter.

Opinion:

yes

We must fi nd other energy sources before it’s too late.

Oil, coal, and

gas cannot be

replaced easily.

We hurt the land

when we look for

oil, coal, and gas.

We depend

on other

nations for oil.

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2. We are using up our supply of oil.

3. Some cars run on electricity as well as oil.

Drafting

Write a sentence to begin your letter. Tell your opinion about finding other sources of energy.

Now write your letter. Use a separate piece of paper. Follow the format of a formal letter. Begin with the sentence above. Then give facts, reasons, and examples to support it.


Here is a part of Daria’s letter. She made five punctuation errors. Find the mistakes and correct them.

Dear Mr Alvarez

We must find other sources of energy before its too late.

We are using up our oil? Will there be any left when I am

grown up. We are hurting the land by digging for coal.


Did I follow the format of a formal letter?

Did I clearly tell my opinion?

Did I include convincing facts, reasons, and examples?


▶

▶

▶

▶

Possible sentence: We must fi nd other sources of energy before it’s

too late.

.

^.

^?

^

:^

it is

yes

no

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CHAPTER

Vocabulary

Forms of EnergyCircle the letter of the best answer.

1. Which of the following materials would make a good conductor?

a. glass

b. copper

c. plastic

d. rubber

2. A sound is produced when something

a. contracts.

b. expands.

c. gets smaller.

d. vibrates.

3. You see a red flower when

a. only the red color in white light is absorbed.

b. every color but red is reflected.

c. every color but white is absorbed.

d. only the red color in white light is reflected.

4. When a thermometer gains thermal energy, the particles of liquid in the thermometer

a. slow down.

b. expand.

c. contract.

d. become cooler.

5. Earth’s main source of heat is

a. batteries.

b. natural gas.

c. the Sun.

d. hot water.

6. The pitch of a sound is how

a. high or low the sound is.

b. warm or cool the sound is.

c. close to the ear the sound is.

d. loud the sound is.

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7. Light reflected from an object

a. bends the object.

b. bounces off the object.

c. makes a dark area called a shadow.

d. passes through the object.

8. A tool that separates white light into its different colors is a

a. conductor.

b. prism.

c. switch.

d. thermometer.

9. When warm and cool objects touch, what moves from the warmer object to the cooler object?

a. charged particles

b. sound waves

c. heat

d. electric current

10. What describes how much thermal energy an object has?

a. mass

b. volume

c. color

d. temperature

11. Sound travels best through

a. solids.

b. gases.

c. liquids.

d. space.

12. What part of your eye sends messages from light to the brain?

a. cornea

b. optic nerve

c. pupil

d. lens

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